Tài liệu Một số đề xuất nhằm cải thiện tình hình dạy và học môn đọc tiếng anh ngân hàng tại Học viện Ngân hàng: 74 KHOA HỌC NGOẠI NGỮ QUÂN SỰSố 13 - 5/2018
v PHƯƠNG PHÁP GIẢNG DẠY
ĐINH THỊ BẮC BÌNH *
*Học viện Ngân hàng, ✉ binhdtb@hvnh.edu.vn
Ngày nhận bài: 24/4/2018; ngày sửa chữa: 28/5/2018; ngày duyệt đăng: 29/5/2018
MỘT SỐ ĐỀ XUẤT NHẰM CẢI THIỆN TÌNH HÌNH
DẠY VÀ HỌC MÔN ĐỌC TIẾNG ANH NGÂN HÀNG
TẠI HỌC VIỆN NGÂN HÀNG
TÓM TẮT
Bài báo này đề cập đến những khó khăn trong việc dạy và học môn đọc tiếng Anh tài chính ngân
hàng tại Học viện Ngân hàng. Là một giảng viên đã và đang giảng dạy môn tiếng Anh tại Học viện
Ngân hàng hơn 20 năm, tác giả nhận ra giảng viên và sinh viên tại Học viện Ngân hàng đang gặp
phải một số khó khăn dẫn đến kết quả dạy và học môn đọc tiếng Anh Ngân hàng không mang lại
kết quả như kỳ vọng. Trong bài báo này tác giả xác định được một số nguyên nhân dẫn đến việc
thực hiện giờ giảng không như mong muốn để rồi sau đó đưa ra một vài gợi ý nhằm cải thiện việc
dạy và học môn đọc tiếng Anh tài chính ngân hàng cho sinh viên khối không chuyên tại Học viện
...
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74 KHOA HỌC NGOẠI NGỮ QUÂN SỰSố 13 - 5/2018
v PHƯƠNG PHÁP GIẢNG DẠY
ĐINH THỊ BẮC BÌNH *
*Học viện Ngân hàng, ✉ binhdtb@hvnh.edu.vn
Ngày nhận bài: 24/4/2018; ngày sửa chữa: 28/5/2018; ngày duyệt đăng: 29/5/2018
MỘT SỐ ĐỀ XUẤT NHẰM CẢI THIỆN TÌNH HÌNH
DẠY VÀ HỌC MÔN ĐỌC TIẾNG ANH NGÂN HÀNG
TẠI HỌC VIỆN NGÂN HÀNG
TÓM TẮT
Bài báo này đề cập đến những khó khăn trong việc dạy và học môn đọc tiếng Anh tài chính ngân
hàng tại Học viện Ngân hàng. Là một giảng viên đã và đang giảng dạy môn tiếng Anh tại Học viện
Ngân hàng hơn 20 năm, tác giả nhận ra giảng viên và sinh viên tại Học viện Ngân hàng đang gặp
phải một số khó khăn dẫn đến kết quả dạy và học môn đọc tiếng Anh Ngân hàng không mang lại
kết quả như kỳ vọng. Trong bài báo này tác giả xác định được một số nguyên nhân dẫn đến việc
thực hiện giờ giảng không như mong muốn để rồi sau đó đưa ra một vài gợi ý nhằm cải thiện việc
dạy và học môn đọc tiếng Anh tài chính ngân hàng cho sinh viên khối không chuyên tại Học viện
Ngân hàng.
Từ khóa: đọc chuyên ngành, kiến thức chuyên ngành, ngân hàng, tài chính, thuật ngữ
1. INTRODUCTION
Students in six out of the seven faculties in
Banking Academy (BA) are non-English majors
who are trained to be bank clerks with either
banking, law, accounting, or auditing profession.
For them, English is not taught with the purpose
that the students will take it professionally in their
future career but use it to complete some certain
jobs like writing business letters, filling out some
slips, giving credit or they may need it for their
future training.
These students are attending English classes
to improve their listening, reading, speaking and
writing skills, of which reading is given the greatest
account in almost every course book. Moreover, in
comparison with other skills, reading appears to
be used most often on the students’ future work.
Being a teacher of English in BA for more than
20 years, the researcher does realize that there
are some problems encountering the teachers and
students in BA, which leads to some unsatisfactory
results in the teaching and learning reading English
for Banking and Finance in BA. In this paper the
author wishes to identify some reasons bringing
about the unsatisfactory classroom performance
then gives some suggestions in order to improve
the teaching and learning reading English for
Banking and Finance for non-English major
students in BA.
75KHOA HỌC NGOẠI NGỮ QUÂN SỰSố 13 - 5/2018
PHƯƠNG PHÁP GIẢNG DẠY v
2. LITERATURE REVIEW
2.1 Reading English for specific purposes1
A need analysis reveals that ESP learners need
English in order to be able to read texts in their
subject specialties (Hutchinson and Waters, 1987).
Therefore, one important goal in ESP teaching
is to increase the non-English major students’
reading skill.
Having good ESP reading skills enables
the non-English major students to support their
academic studies, personal development and
professional success (Williams, 1990). In addition,
reading is as a skill of great importance to the
learner, because (a) it provides him with access to
a great quantity of further experience of language,
and (b) it gives him a window onto the normal
means of continuing his personal education
(Hammer, 1992).
From the descriptions above we cannot deny
that teaching ESP reading skill is very much
needed by non-English major students not only
for their academic studies, personal development
and professional success but also experience of
language and a window to further education.
2.2. Reading in GE (General English) and in
ESP classes
Reading in GE classes and ESP classes both
involve teachers, students and texts that are used
to teach and to learn reading. In general, these
factors function similarly in two types of teaching
English and they are all to cover the purpose of
the reading programs. However, the teaching and
learning reading ESP and GE are not totally the
same. The teachers, the students and the purposes
have individual features of their own.
Like teachers of GE, teachers of ESP have
ability to work out the language command of their
students, so that they can set objectives for the
courses, select appropriate coursebooks as well as
design classroom activities and handouts for their
students. At the same time, they must have some
specialist knowledge to help their students acquire
language objectives.
Beside the purposes of any reading program,
“to enable students to read ‘without help’
unfamiliar authentic texts at appropriate speed,
silently with adequate understanding’ (Nuttall,
1989, p.21), reading in ESP teaching and learning
is normally aimed to improve reading skills for
the students and the authentic purposes of reading
are often submerged by the purpose of language
improvement. For them, language is merely the
means of achieving a non-linguistic purpose.
2.3. Factors affecting ESP reading skills
2.3.1. Reading purposes
In ESP, it is assumed that the students
are learning to use English as a study tool or
research language (Hutchinson and Waters,
1987). Therefore, English is not only taught with
the purpose of improving the students’ reading
skills but also of familiarizing them with English
language used in the field in terms of vocabularies,
terminologies, registers That is, after ESP
reading classes students are supposed to be able to
interpret texts of their specialist subjects in order
to get information for further studies in the most
appropriate way.
Although the purpose of ESP reading teaching
and learning appears to be vocational, they share
the same purpose with any other reading programs:
that is to enable students to read ‘without help’
unfamiliar authentic texts at appropriate speed,
silently, and with adequate understanding.
2.3.2. Teachers
Some people would so far say that reading
cannot be taught but only learnt, that there is
nothing for the teachers to do in the reading class.
However, almost every ESP reading text in the
books is not efficiently comprehended without the
help of the teachers.
76 KHOA HỌC NGOẠI NGỮ QUÂN SỰSố 13 - 5/2018
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Methodology aside, teacher is the most
important element in a reading class because
his/her attitudes influence the students and their
performance (Hutchinson and Waters, 1987). He/
she has to provide the students with the anxiety-free
atmosphere so they feel to experiment with a new
reading style. He/ she also has to create a favorable
environment in which the students are able to
practice to master new reading strategies. At the
same time, the teacher usually gives the students
pressure in the form of persuasion of timing.
In an ESP reading class, Dyes (1980, pp.58-59)
stated, the teacher’s role involves getting students
to perform a familiar task in a new way and for a
variety of purposes. To do this, he suggested that
the ESP reading teacher must assume the role of
‘empathizer’, first seeing things from the students’
perspective before leading them toward ESP
approach, then it is the teachers who have to act as
a researcher, a course designer, a material writer, a
tester, an evaluator as well as a classroom teacher.
To cover all above requirements, the teacher
of ESP reading needs to have some knowledge of,
or at least access to information on, whatever it is
that the students are professionally involved with
on the subject that his/her students are studying.
So that he/she can select texts and design his/her
own syllabus. At the same time, it is the teacher
of ESP who must know how to encourage his/her
students to use their knowledge to interpret the
texts. Through that, the students acquire unfamiliar
vocabularies or terminologies and new reading
strategies for different text styles.
2.3.3. Students
The students in ESP reading classes have to
develop a considerable range of habitual responses
to a specific set of patterns of graphic shapes. That
is, they have to recognize with ease particular
words, which clarify the function of other words
close to them and words which indicate logical
relationships among segments of sentences or
sections of discourse. This means that the students
must learn to extract from the printed patterns
three levels of meaning: lexical meaning (the
sematic content of the word and expressions);
structural or grammatical meaning (deriving from
interrelationships among words, or parts of words,
or from the order of the words); and also cultural
meaning (the evaluation which people of his own
culture attach to the words and groups of words he
is reading).
Apart from all above activities in a reading
classroom, ESP students also have to become
familiar with English used in their disciplines.
Having acquired basic English in terms of
grammar, vocabulary and having familiar with the
reading activity, these students attend ESP reading
classes with the hope to improve their reading
skills in their majorities. In addition, in ESP
reading, the students would tackle texts which are
full of terminologies that can be comprehensively
understood only in combination with their
available specialized knowledge. A statement of
a bank requires students’ knowledge on Banking
and Finance, whereas medical students need
knowledge of heart operation and blood circulation
to understand a medical research That is,
students in ESP reading class should have ability
to combine their English competence with their
background specialized knowledge. Particulary,
for vocational purposes, ESP students are in a
more requirement of not only English language
but also knowledge of the field.
2.3.4. Reading materials
In GE teaching and learning, the presentation
of language through English texts (with appended
comprehension questions) is well-established
and very familiar practice. These texts appear
in structurally graded courses and they seem
primarily to be used as a vehicle for usage; to
consolidate a grammatical structure and to provide
students with a chance to practise a reading skill
etc. There are two kinds of reading texts: authentic
and non – authentic.
77KHOA HỌC NGOẠI NGỮ QUÂN SỰSố 13 - 5/2018
PHƯƠNG PHÁP GIẢNG DẠY v
ESP materials are designed for the purposes
of providing learners with language for their
careers. Besides, the target of improving learners’
language competence, ESP reading materials aim
to supply learners with terminologies on specialist
knowledge. They, therefore, carry the language
used in samples taken from real – life situations or
simulations of them because it gives the students
the most direct impression on how language is
different from GE.
3. METHODOLOGY
3.1. Research methods
The major method used in this study was
quantitative one. That is all consideration,
comments, assumptions, suggestions and
conclusions given in the study were largely based
on the analysis of the statistical data collected from
two questionnaires responded by the teachers and
the students in Banking Academy.
Questionnaires were delivered to informants
randomly then the answers were sorted out
before the author had some discussions with her
colleagues about what she had observed after she
had studied some relevant publications.
3.2. Data collection instruments
The questionnaires were designed to investigate
problems in teaching and learning reading English
for Banking in Banking Academy. The answers
were collected from 300 students and 15 teachers
in Banking Academy.
For analysis, the author really wished
to investigate whether professional banking
disciplines influence the teaching and learning
reading English for Banking in Banking Academy,
the teachers’ difficulties, whether the teachers
and their students get satisfactory classroom
performance and whether they are using
appropriate course books
In the questionnaires, the consideration for
different options is considered very important.
The author looked into the perception of the
teachers and the students about the purposes of
reading classes, the awareness of the students
about the importance of reading skills in their
future jobs, the harmony of the teachers and the
students’ performance in reading class as well as
the coursebooks in the view of the teachers and
the students
3.3. The informants
This study was carried out among 15/20 full
time teachers of English in Banking Academy and
300/ 500 students in their first term of learning
reading English for banking in Banking Academy.
Of the teachers, all have MA degrees of which
three have degree in Business Management, 2
graduated from Foreign Trade University and 13
others have bachelor’s Degree in English language,
6 have attended many courses of Banking offered
by the State Bank of Vietnam and they all have at
least 5 – year’s teaching experience
The 300 students under investigation have
completed their General English courses which are
supposed to qualify them with grade B1 as required
by the Ministry of Training and Education for
university and College graduates. These students
were randomly chosen from the six faculties of
Banking Academy. They are trained to be work in
banking area after graduation and almost have no
experience working as bank clerks. They, however,
are learning many subjects concerning to banking
principles.
4. FINDINGS AND DISCUSSION
4.1. The teachers and the students’
perception of the purposes of teaching and
learning reading English for Banking
This graph gives an overview of the teachers
and the students’ perception about the purpose
of reading classes for Banking and Finance. It
is noticeable that all teachers (100%) and most
students (84%) students put banking terminologies
78 KHOA HỌC NGOẠI NGỮ QUÂN SỰSố 13 - 5/2018
v PHƯƠNG PHÁP GIẢNG DẠY
and vocabularies to their foremost priority whereas
ideas in reading texts and specialist knowledge
draw attention of only 50% teachers and 54%
students. Only 8% of the teachers pay attention
to types of texts. That is both the teachers and
the students stick to the purpose of the teaching
4.2. The teachers’ difficulties in teaching reading English for Banking
and learning a reading English for banking is the
teaching and learning terminologies. They, as a
result, are too busy with these and neglect other
important purpose of any reading activity: to get
information from the reading passages and drop
proper strategies and skills for different types of text.
0%
20%
40%
60%
80%
100%
120%
Grammar Ideas in the
reading texts
Banking
vocabularies
and
terminologies
Overrall
specialist
knowledge
types of
reading texts
Others
Graph 1: Teachers and students' perception of the purposes of
teaching and learning reading English for Banking
teachers' perception students'perception
Graph 2: Teachers' difficulties
Letters in banking transaction Texts about a banking principles
Conversations Banking reports and reviews
Newspaper articles about banking Bank cards
79KHOA HỌC NGOẠI NGỮ QUÂN SỰSố 13 - 5/2018
PHƯƠNG PHÁP GIẢNG DẠY v
4.3. The students’ difficulties
The survey also reveals difficulties of the
students when they learn reading English for
Banking. Like their teachers, these students are
almost inexperienced to banking activities even
though they have been attending many courses on
specialist banking business. However, about 84%
of the students find comprehending texts about
certain banking principles challenging and 45%
have difficulties interpreting banking reports and
reviews. These two types of texts require both good
English command to the extent of vocabularies
and grammar and good background banking
knowledge. Like their teachers, students are almost
strangers to the field. The students’ shortage of
banking terminologies, their unfamiliarity with the
types of reading text resulted in their unsatisfactory
reading output. At the same time, they haven’t
been used to comprehending the texts by making
use of their available knowledge on their majority
which hinders them from achieving the possible
reading ability.
As the illustration in this pie chart, teachers of
English in Banking Academy are sharing the same
problems with other ESP teachers. They find it
challenging to deal with reading texts about Letters
of Credit, cheques or methods of international
payment which require some background
knowledge on banking principles. However, the
ones about simple specialist banking knowledge
as bank cards or letters in banking transaction do
not challenge them that way. This can be the result
of their lack of specialized banking knowledge
as 15/15 (100%) teachers admitted having
problems when giving their students’ explanation
of unfamiliar words and terminologies as well as
choosing extra materials for the students.
Besides, the teaching and learning reading
English for Banking in Banking Academy may
not obtain its possible result owing to the teachers’
unawareness of their students’ reading habits and
weaknesses (84%). As a result, their explanation of
unfamiliar words and terminologies, pre – reading
activities may not receive positive response
from their students.
At the same time, to the field – specific
knowledge, students seem to know more about
the domain than the teachers. This certainly leads
to the teacher’s inconfidence in their classroom
performance.
Graph 3: Students' difficulties
Letters in Banking transactions Texts about a certain banking principles
Conversations Banking reports and reviews
Newspaper articles about banking operation Bank cards
80 KHOA HỌC NGOẠI NGỮ QUÂN SỰSố 13 - 5/2018
v PHƯƠNG PHÁP GIẢNG DẠY
Moreover, the incomplete results in reading
were brought about by the students’ inadequate
levels of English. Their inconfidence in
the language deters them from thoroughly
comprehending the reading texts, which
discourages them from exploring the reading texts
to the extent of language, of specialist knowledge
and maintenance of their reading habits.
4.4. The reading materials
As materials are considered to be one of the
most important factors in teaching and learning
in general. They can either be linguistic, books,
visual, audio. that is used to make the teaching
and learning efficient to acquire defined objectives.
Reading materials in Banking Academy comes
from publications of Oxford University Press
which represent authentic language in credit cards,
bill of lading, accounting principles, auditing both
theoretically and realistically.
When asked about their views on text books
they are using in teaching and learning reading
English for Banking in Banking Academy, about
67% of the teachers find it difficult to deal with
the reading text whereas only 20% of the students
shares the same view on course books. This can be
explained for the fact that students have acquired
some basic banking disciplines from other subjects
taught in Vietnamese and they are better able to
comprehend the texts. (see Graph 4)
Reading texts used in teaching and learning
reading English for banking in Banking Academy
are quite adequate. They, however, are a little
limit in quantity and therefore do not give enough
0
0,1
0,2
0,3
0,4
0,5
0,6
0,7
0,8
Teachers' ideas Students' ideas
Graph 4: The teachers and the students' views on the reading texts
Too long Boring Easy Difficult I have no idea
81KHOA HỌC NGOẠI NGỮ QUÂN SỰSố 13 - 5/2018
PHƯƠNG PHÁP GIẢNG DẠY v
opportunities to do self-study and further practice.
The reason behind this is the limit in the publications
which are for the purpose of improving students’
competence in specialist knowledge, language
grammar and skills.
5. SOME IMPLICATIONS TO IMPROVE
THE TEACHING AND LEARNING
READING ENGLISH FOR BANKING IN
BANKING ACADEMY
The questionnaires give a close look into the
present context of the teaching and learning reading
English for Banking in Banking Academy. It has
identified problems encountered by the teachers
and the students in terms of banking disciplines,
language, materials The author of this paper
would like to give some suggestions so as to better
the reading class performance for non – English
major students in Banking Academy.
5.1. To the teachers
5.1.1. Improving background knowledge
on banking
Ellis & Johnson (1994, p.31) argued that ‘it
is really misconception that teacher needs to be
an expert in the subject matter. He or she is not
teaching business strategies nor good management
practice, nor economic theory” and it is his/her task
to train their students to communicate in English
about the subject they are specialized in. They
added that “it is learners who have the specific
content knowledge and who are able to bring that
knowledge to the classroom’ (p.26). However, it is
also suggested that the teachers of Business English
should be able to ask right questions and make good
use of the answer. Surely, in their second and third
year, students in BA are somewhat be able to bring
their banking knowledge into their comprehensive
reading. Teachers, thus, must be well – informed
about banking specialist discipline. Of course, the
teachers, need not to be experts in the area and they
if they only concentrate on the linguistic features
and their students are responsible for interpreting
the specialist content, it is impossible for them
to handle a specialist material in acceptable
manner either from a linguistic or conceptual
point of view. Therefore, it seems to be no doubt
that, language teachers in BA would feel more
confident in handling the specialist content if
they have some background banking knowledge.
An effort, therefore, should be made to equip the
teacher with general knowledge on banking. Such
training could be from either of in – service or self
– study. These all would familiarize teachers with
banking specialist knowledge, language, which
build up their confidence and effectiveness of their
classroom performance.
5.1.2. Being aware of their students’
language level
As the English command of students differed
considerably, they may have certain difficulties
in comprehending reading texts in terms of
grammar, vocabularies and genres, which lead
to unsatisfactory output of their learning to the
extent of speed, reading strategies and finally fail
to improve their reading skills. Their teachers,
therefore, are supposed to help them identify their
language learning problems and find solutions
for them. At the same time, it is also the teachers’
job to identify the skills their students need to
comprehend the reading texts and developing their
reading skills. These duties can be met only when
the teachers can recognize their students’ language
inefficiency and help to fulfill their incomplete
language competence.
5.1.3. Redesigning reading materials to meet
their student’s needs and be suitable for their
English language command
It is clearly known that ESP course books are
those designed for a specific group of students.
However, almost course books used in teaching
English for Banking in Banking Academy are
adopted from series designed by foreigners and
for foreign students who may be far more familiar
with banking transactions than those in Viet Nam.
82 KHOA HỌC NGOẠI NGỮ QUÂN SỰSố 13 - 5/2018
v PHƯƠNG PHÁP GIẢNG DẠY
The course books, therefore, should be made to be
friendlier. Teachers of English in Banking Academy
may collect more reading texts from other relevant
sources and design more tasks for their students
to do further practice in order to consolidate their
specialist knowledge, vocabularies, terminologies
in banking and fore mostly to improve their reading
skills in terms of reading strategies adaptation to
be efficient readers.
ESP reading in Banking Academy aimed to
qualify the students so that they are able to cover
non-English major jobs. That is, they must have
essential skills of communication in English within
business contexts. So, materials selected should
be authentic to familiarize students with banking
principles and language competence, which all
together set a positive learning environment.
5.2. To the students
5.2.1. Raising students’ awareness of the
importance of reading in their future work
The students should be aware of the fact that
most of them will work in banks and have contacts
with Vietnamese customers and therefore, speaking
and listening in English is not of frequent use. In
the sense of getting information or knowledge
from periodical, reports, journals etc...., reading,
however, is the most helpful for their work and
further study. In this way, the students may feel
encouraged to pay more attention to reading
activities.
5.2.2. Encouraging students to read with the
purpose of finding specific information from the
reading texts
Paying too much attention to linguistic
features in teaching and learning reading English
for Banking may bring about the neglect of the
major purpose: getting information from reading
passages. At the same time, they appear to be
confused in adopting a proper reading skill for
each reading passage.
For this, Abott, G.: Green J. & Doughlas Mc
(1990, p.83) stated in their book. The teaching of
English as an international language” “efficient
reading depends first of all on having a purpose for
reading, knowing why you are reading a text” and
“the purpose will usually determine the appropriate
type of reading and the relevant reading skills to
be used”.
For this, some improvement would be to set
questions in the pre – reading state, which prepare
students with vocabulary in the reading passage
and set the purpose for the reading.
5.2.3. Encouraging students to do reading
in English
Reading is a skill which needs practicing rather
than learning. Reading classes do not often provide
adequate time to build it up as their objectives are
to help students familiar with the language in terms
of types of texts, language and appropriate reading
strategies and reading speed. As a result, to be
efficient readers, students do more reading outside
classroom to improve their ability to deal with
various types of Letters of Credits, promissory
notes, balance sheets, Bill of Exchange etc....
6. CONCLUSION
In this paper, the author looks closely into the
present context the teaching and learning reading
English for Banking in BA in terms of the teachers,
the students and the course books and has identified
some problems that lead to unsatisfactory result
as the teachers’ performances in the class are not
of the preference of their students. All these are
brought about by the teachers and the students’
background banking specialist knowledge,
terminologies, their perception about teaching and
learning reading English for banking The author
then has given some suggestions to improve the
teaching and learning reading English for Banking
and Finance in Banking Academy./.
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SOME IMPLICATION TO IMPROVE THE TEACHING AND LEARNING READING
ENGLISH FOR BANKING IN BANKING ACADEMY
DINH THI BAC BINH
Abstract: This paper deals with existing problems in teaching and learning reading English for
Banking and Finance in Banking Academy. Being a teacher of English in Banking Academy for
more than 20 years, the researcher does realize that there are some problems encountering the
teachers and students in Banking Academy, which leads to some unsatisfactory results in the
teaching and learning reading English for Banking and Finance in Banking Academy. In this
paper the author wishes to identify some reasons bringing about the unsatisfactory classroom
performance then gives some suggestions in order to improve the teaching and learning reading
English for Banking and Finance for non-English major students in Banking Academy.
Keywords: ESP reading, specialist knowledge, banking, finance, terminologies
Received: 24/4/2018; Revised: 28/5/2018; Accepted for publication: 29/5/2018
Note:
1. ESP: English for specific purposes
Reference:
1. Abott, Gerry, Green, J., Douglas Mc (1990).
The Teaching of English as an International
Language. New York: Collins E.L.T.
2. Deyes, A. F. (1980). “The Role of The
Teacher and The Role of The Student in ESP
Courses”.
3. Paper given at the 2nd national seminar of
the Brazillian National ESP project.
4. Hammer, J. (1992). The Practice of English
Language Teaching. London: Longman.
5. Hutchinson, T. & Waters, A. (1987). English
for Specific purposes. Cambridge: Cambridge
University Press.
6. Ellis, M. & Johnson, C. (1994). Teaching
Business English. Oxford: Oxford University Press.
7. Nutall, C. (1989). Teaching Reading Skills
in a Foreign Language. London: Heinermann
8. Williams, E. (1990). Reading in The Language
Classroom. New York: Macmillan Publisher.
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