Một số đề xuất nhằm cải thiện tình hình dạy và học môn đọc tiếng Anh ngân hàng tại Học viện Ngân hàng

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