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Tài liệu Using english of civil servants in cantho

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CANTHO UNIVERSITY SCHOOL OF EDUCATION ENGLISH DEPARTMENT Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu FIELD OF STUDY: ENGLISH LANGUAGE STUDY Supervisor: TRAN QUOC HUNG Researcher: VO KIM THOA Code: 7032557 B.A. in ELS Course: 2003 - 2007 June 2007 ACKNOWLEDGEMENTS First, I pay tribute to Mr. Tran Quoc Hung, English Department, Cantho University, who was willing to help me and give me a lot of useful advice in order for me to finish my thesis successfully. Moreover, special thanks are due to Mrs. Ho Phuong Thuy and Mr. Dao Phong Lam, who gave me encouragement and helpful suggestions. I would like to express my profound thanks to Mrs. Nguyen Phuong Thuy, the chief of Training Office, Internal Civil Department, who enthusiastically helped me contact civil servants in Cantho. In addition, I would like to send my special thanks to all civil servants in Cantho, who took part in my study. Finally, I wish to thank the authors of the books and documents from which I get lots of valuable ideas and information to contribute to the Trung success tâm Học ĐH Cần Thơ@Tài liệu học tập và nghiên cứu of myliệu thesis. ABSTRACT English proficiency of civil servants is considered one of the most indispensable international competitivenesses not only in Vietnam but also in many countries all over the world. Thus, my study contributes to making a survey on the accurate levels of civil servants’ English proficiency in Cantho and problems related to their English use at work. I used the questionnaires and interviews for over 200 civil servants and some administrative managers in Cantho to get information about their using English in the workplace. All civil servants were subdivided into small categories according to gender, fields of work and ages in order for readers to see the main differences of civil servants’ English proficiency. Trung tâm Học liệu ĐH liệu họcmajorities tập vàofnghiên cứu The results of myCần studyThơ@Tài showed that although civil servants were required to have national English level B, they had no opportunities to use English and they were not confident in communicating with other people in English. Moreover, many civil servants did not meet the English skills requirements of their workplace, so they were dissatisfied with their English competence. In reality, civil servants do not use English effectively at work. From the results of this study, I initiate a project called “Steps to Achieve English Proficiency in the Workplace” to help civil servants recognize the important roles of English and enhance their English skills. TABLE OF CONTENTS Pages Chapter I: INTRODUCTION.................................................................1 Chapter II: LITERATURE REVIEW ...................................................3 Chapter III: METHODOLOGY ............................................................8 1. Participants .............................................................................8 2. Instruments..............................................................................8 3. Procedure ................................................................................9 Chapter IV: RESULTS ......................................................................... 11 Chapter V: DISCUSSION..................................................................... 23 Chapter VI: LIMITATIONS, RECCOMMENDATIONS RESEARCH ........................................ 31 Trung tâm Học liệuAND ĐHFURTHER Cần Thơ@Tài liệu học tập và nghiên cứu 1. Limitations............................................................................. 31 2. Recommendations ................................................................. 31 3. Further research.................................................................... 35 Chapter VII: CONCLUSION .............................................................. 36 APPENDICES....................................................................................... 37 REFERENCES ..................................................................................... 39 Vo Kim Thoa - B.A. in ELS CHAPTER I: INTRODUCTION The important role of English proficiency of officers, especially of civil servants, in the workplace is undeniable when Vietnam becomes an official member of World Trade Organization. English proficiency will be one of major factors to determine the success of officers in their work. Thus, I conduct this thesis to examine the realities of using English of civil servants in Cantho and give some suggestions to enhance the English proficiency of these officers. The results of this thesis will help us have a general evaluation about the English use of civil servants at their work and aid the government to have a suitable and effective strategy to make civil servants’ English competence more progressive. Many surveys and studies related to English proficiency were undertaken all over Trung tâmSome Họccountries liệu ĐH Cần Thơ@Tài học tập và nghiên cứu the world. in Southeast Asia such asliệu Singapore, the Philippines, Thailand were also concerned much about their citizens’ English proficiency. They considered English competence of citizens as the competitive factors to attract foreign investments to their countries. However, English proficiency of Vietnamese learners has not been received great care of the government. No official studies or surveys related to English competence have been carried out all over the countries. Basing on the observation and interviews with civil servants, I recognize their problems in using English in the workplace. Thus, I decided on conducting the research. In the scope of my study, I examined generally the real English use of a particular sample- civil servant in a specific region- Cantho City. In order for readers to understand the context, all sufficient background information and proper previous work related to my thesis are summarized concisely in the literature review. By using reliable Page 1 Vo Kim Thoa - B.A. in ELS instruments, I carried out the study and asked civil servants for their contemporary levels of English, their chances to use English in the workplace, their satisfaction at English competence and many related information. All methods and results of this research were presented clearly in the methodology and discussion sections. With the cooperation of civil servants in Cantho City, the study was undertaken successfully. The results of this study reflect effectively the realities of civil servants’ using English at their work. From the results, I gave my specific project to help the civil servants improve their English competence. Moreover, I also suggest some opinions and ideas for the readers who are interested in the related topics to do further research. Generally, this paper will provide you with significant information about many problems of civil servants related to their using English in the workplace and some feasible suggestions to solve these problems. Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu Page 2 Vo Kim Thoa - B.A. in ELS CHAPTER II: LITERATURE REVIEW Nowadays, English has become the global language since it is widely used in a variety of fields in life such as trade, science, etc. On the threshold of being a new member of World Trade Organization, Vietnam welcomes a large number of overseas companies which want to find potential investing opportunities. Hence, English proficiency plays a vital role in cultural exchanges and economic co-operations between Vietnam and other countries. This role is more indispensable in administrative work of civil servants. It is obvious that the demand of civil servants’ English proficiency is gradually increasing. They will have more opportunities to use English. Moreover, civil servants will encounter more challenges in their work related to the shortage of English proficiency. I wonder at which level civil servants’ English proficiency in Vietnam is at Trung Học liệu Cần Thơ@Tài học tập vàcivil nghiên cứu presenttâm and whether the ĐH requirements of English liệu proficiency which servants are required to have are suitable or not. These wonderings shed a light for me to do this research. I want to find out the realities of using English of civil servants in Cantho city. I am also eager to bring forward some suggestions to enhance their English proficiency in order for civil servants to meet the new requirements and to work effectively. First of all, it is necessary to clarify the term “civil servants”. Civil servants are those who work in the governmental departments or provincial departments in a country. In Vietnam, the recruitment of civil servants is through election (in case of the Heads of Agencies: University Rector, Hospital Director) and appointment. Examination is compulsory for official recruitment and for promotion, for transferring to other categories. Especially, most of civil servants are required to participate in English Proficiency Test included in Recruiting Examination. Moreover, in Vietnam civil Page 3 Vo Kim Thoa - B.A. in ELS servants are considered representatives of the Government to interact or to contact foreigners coming to Vietnam to seek for investing opportunities. Thus, they need to enhance or to improve the professional skills as well as English competency at work. Moreover, no one can deny the vital role of English proficiency of employees in the workplaces. However, what is English proficiency? According to the definition of NAFTA, “English proficiency refers to the ability to read, speak, write and understand English by individuals who do not speak English as their native language”. Collectively, English proficiency addresses the necessity to understand or respond effectively to the cultural and linguistic needs among people of different nationalities, ethnicities and cultures. In Vietnam, civil servants mainly use English to research English documents, to access new information, to ensure deadlines are met and procedures are followed, etc. English proficiency will make their work more effectively and smoothly. Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu The realities of using English of employees in the workplace are received a great care of many countries all over the world. Many studies and surveys are carried out in different countries to examine the real English level of their citizens. For example, a ground-breaking survey conducted by Wall Street Institute (WSI), the largest international specialist English language education organization in the world, showed that Hong Kong’s confidence and proficiency in using English has deteriorated so badly that it ranks equal or worse than mainland China and Thailand on a number of indicators and lags way behind key regional competitor Singapore. More than 16,000 people responded to the survey conducted via the Internet in mainland China, Hong Kong, Japan, Korea, Singapore, Taiwan and Thailand. The results of the survey- the first to compare usage of the language across Asia- suggest Hong Kong’s international competitiveness as a key finance, trading and tourism centre relying on English as the Page 4 Vo Kim Thoa - B.A. in ELS international language of business is at risk. Especially, in this survey, two countries Singapore and Thailand in the Southeast Asia have high scores in their citizens’ English proficiency. Singapore is far ahead of the other Asian economies surveyed including Hong Kong. Half of the Singaporeans surveyed believe that they have no problems communicating in most situations with English and make occasional errors (scoring 4 out of 5 overall), while half of Hong Kong people surveyed consider that they have no major problems communicating with English but make considerable errors (scoring 3 out of 5). Thailand scored a 3, the same level of Hong Kong. Moreover, this survey shows that opportunities for citizens surveyed to use English in their life and their work influenced considerably their English proficiency. While Singaporeans use English most with friends and colleagues (31% uses it all the time and 36% uses it very often), Hong Kong people speak with friends in English just often as mainland Chinese (6% uses it Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu very often and about 30% sometimes). Generally, all the countries surveyed assume that English proficiency is the vital international competitiveness. Besides Hong Kong, The Philippines, another country in the Southeast Asia makes an announcement about the decline in the average Filipinos’ proficiency in the English language. Mr. Brian Lane, the vice-president for Sales and Marketing of Lane Archive and Technologies in a pre-event press conference for the Foreign Chambers’ Trade Fair, quotes: “English is the world’s business language. The drop in English proficiency threatens the Filipinos’ key competitive edge attracting investments in services and other sectors that rely heavily on English language”. Therefore, manpower has always been considered as the Philippines’ competitive advantage. The Filipino worker is considered an asset in organizations worldwide because of his/ her creativity, diligence, adaptability, and ability to communicate in English. The global consultancy Page 5 Vo Kim Thoa - B.A. in ELS firm Frost and Sullivan observes, “The Philippines is set to be among the largest markets for contact centers in Asia Pacific in the next five to seven years… due to high English literacy rate and low labor costs.” However, the numbers tell a very different story. The Department of Education found only 6.59% of graduating High School students to have master of English. Statistics from the Business Processing Association of the Philippines determine that less than 5% of applicants is hired because of inadequate English skills. Through these numbers, it is likely that the decrease in the Filipinos’ English proficiency is one of the main reasons for its loss of attracting investments to overseas postings. Another survey related to English proficiency of public servants in the workplace also was carried out in Canada. The purpose of this survey is to determine the extent to which Canada’s two official languages (English and French) are used as languages of work. Nevertheless, the survey conducted by The Antima Group provides public servants Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu with opportunities to express opinions on this subject and to share with federal colleagues practical solutions adapted to work in environment. The survey also shows that the lack of English proficiency causes the public servants to have many difficulties using work tools and internal services in English. The indispensable role of English proficiency is asserted again in this survey. How are the realities of using English in Vietnam? The fact that limited English proficiency of Vietnamese learners at different levels is alerted in many newspapers or forums national-wide. This reality makes the labor force in Vietnam less competitive than other countries in the Southeast Asia like the Philippines or Singapore. In addition, it causes both the government and employees to be too worried and disappointed. A small survey carried out in Ho Chi Minh City highlighted the realities of using English of Vietnamese learners. “Ho Chi Minh city is considered to be a place where the movement Page 6 Vo Kim Thoa - B.A. in ELS of English study is the strongest in Vietnam and where there is the largest number of pupils who participate in English graduation examinations. However, the fact is that after having studied for 7 years in high schools and in English training centers, the majority of pupils are not able to or not confident in communicating with foreigners.” (“Seven Years in High School - Why Can’t Students Speak English?”, 2006). This small survey is carried out with the participation of 200 pupils. According to the statistics of this article on The Youth, 86.8 % pupils at grade 12 cannot use English to communicate with foreigners, even in normal conversations although 37.4 % pupils surveyed has ever learned English in language training centers or studied with tutors. Surprisingly, pupils who get familiar with English from kindergarten also cannot speak English, accounted for 6.1%. Especially, a majority of pupils (69.2 %) say that they are very interested in learning English because English helped them communicate with foreigners, surf on Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu internet, and look for jobs, etc. However, they are very afraid of learning English since they lose the English basic knowledge (25.3%) or English is difficult to study (55.5%). This reality actually warns the ineffective ways of teaching and learning English in Vietnam. The information above leads me to think about the realities of English learners in Cantho, especially civil servants. I want to do a research on the realities of using English of civil servants in Cantho. Their contemporary levels and opportunities to use English in the workplace are considered carefully. From the expected results, I will bring forward some suggestions to improve the realities and to help the government have proper methods to enhance the English levels of civil servants. Page 7 Vo Kim Thoa - B.A. in ELS CHAPTER III: METHODOLOGY 1. Participants: The sample for this study was selected from the total population of 1300 civil servants in Cantho. About 200 people participated in my research. They are all working at state-owned offices in Cantho city. These civil servants are from 18-60 years old. Moreover, they are good at professional skills and have much experience at work. Especially, participants have different socio-economic status or different vacancies in the workplace. Totally 12 office chiefs, 19 deputy chiefs, 107 officers and 56 other titles (coordinators, officials, directors, etc) took part in my thesis enthusiastically. 2. Instruments: In this thesis, I used questionnaires to carry out my research. First, a questionnaire Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu consisting of two sections was constructed (see Appendix 1). The first section requested participants answer the personal information. They were asked about their gender, age, working status and professional skills. This section is used to classify my sample. The second section of this instrument included nine questions about civil servants’ English competence. The questions asked participants about their English levels, opportunities to use English in the workplace, their satisfaction as well as difficulties in using English and other opinions about the realities of English use in state-owned offices in Cantho. I used closed format for my questionnaires because it would be easy for civil servants to fill in. Moreover, it would be also convenient for me to code, record and analyze the results quantitatively. Page 8 Vo Kim Thoa - B.A. in ELS 3. Procedure: Through my observations, I recognize the issues that Vietnamese learners, especially civil servants, are not able to use English in communication, even in a normal conversation. They have many difficulties using English in the workplace although they have English national level A or level B. These matters also influence the effectiveness of their work. Thus, I decided to conduct the thesis to find out the realities of English use of civil servants in Cantho. My thesis has been carried out according to the planned process. Firstly, I designed questionnaires to examine the English use of civil servants in Cantho. The respondents are those who passed the official recruitment examination and are working in state-owned administrative offices. With the aim of ensuring the reliability of this research, my questionnaires were evaluated by experienced experts. I delivered about 200 questionnaires to civil servants in three districts such as Ninh Kieu, Trung tâmand Học liệuinĐH Cầncity. Thơ@Tài họchave tậpbeen và working nghiênincứu Binh Thuy O Mon Cantho These civil liệu servants Ninh Kieu People’s Committee (25 people), Binh Thuy People’s Committee (25 people), O Mon People’s Committee (25 people), Internal Office (15 people), Planning and Investment Office (15 people), Office of City People’s Committee (20 people), External Relations Office (14 people), Construction Office (15 people), Architecture Institute (25 people), Science and Technology Office (15 people). Furthermore, they were given about one week to answer the questionnaires. During this time, I always contacted them in order to ensure that the process was ongoing. As a result, it took me four weeks to deliver and collect all the questionnaires. After collecting all the questionnaires, I began to analyze the data. First of all, participants were categorized into groups by their gender, their age, and their professional skills. Among these groups, there are many differences. About the gender, male and female civil servants were received different consideration. The data about their Page 9 Vo Kim Thoa - B.A. in ELS English competence was collected and compared to each other. About the age, participants were divided into smaller groups according to the year when they were born. (Before 1960, 1961-1970, 1971-1980, after 1980). Basing on their age, I will evaluate their English capabilities and make a comparison between these smaller groups. Finally, professional skills of civil servants were criteria to divide them into groups. I will consider whether their fields belonged to social science, Culture-Information- Art, Economic and Technology or other fields. Certainly, each field will require them have different English capabilities. The differences among groups will help us figure out the realities of English use of civil servants in Cantho. Despite differences, all groups were taken the same consideration. Throughout the research, all civil servants would answer the same questions in the same amount of time. Moreover, academic objectives were the same for all civil servants. The participants in each group wouldliệu be ĐH evaluated about their Trung tâm Học Cần generally Thơ@Tài liệutheir họcEnglish tập vàcompetence, nghiên cứu opportunities to use English as well as their difficulties in using English. This consideration would bring about the expected outcome of realities of English use in Cantho. After getting the specific data, I would make a comparison and withdraw the general results of this research. This data analysis process was carried out very carefully in order to avoid both subjective and objective mistakes such as time management, sexist stereotypes, etc. Then, basing on the data analysis, I would give some suggestions to improve the realities. Specific strategies would be given. Thanks to some interviews with experienced people in administrative management, my suggestions would be considered and evaluated carefully. Generally, this procedure would last to May 2007. Expectedly, all duties would have been fulfilled and the research report would have been carried out on time. Page 10 Vo Kim Thoa - B.A. in ELS CHAPTER IV: RESULTS Prior to the beginning of the study, just over 200 civil servants participated in responding my questionnaires. There are 194 possible responses collected. These participants are categorized into three small groups according to genders, ages and work fields. First of all, the civil servants surveyed are divided by their gender: male and female. According to the data, there are 96 male and 98 female civil servants taking part in responding questionnaires. The data in Table 1 also illustrates a sharp difference in their English competence. Although all of them participated in a rather suitable English Test, they have many differences in levels of English, opportunities to use English in the workplace, satisfaction at their English proficiency, etc. As seen from the data in Table 1, Trung liệufemales ĐH Cần Thơ@Tài và nghiên cứu 45.83%tâm malesHọc and 50% considered Englishliệu Test học in the tập recruitment examinations to be a suitable one. It is likely that through passing this test, they have certain knowledge of English. It is convenient for me to conduct this thesis. According to the data in Table 1, most of males and females have studied English over 7 years (70.03% males and 75.51% females).As a result, 52.08% male civil servants have National English Level B, while 39.58 % female officers obtained this level. However, female civil servants seemed to achieve higher English level than male officers: 22.45% getting level C in comparison with 14.58% and 7.91% getting above level C in comparison with 2.09 In addition, offices and departments required officers have at least English level B. 55.20 % males and 57.14 % females showed that their offices asked them to have certificates that are equivalent to national English level B. Nevertheless, opportunities for Page 11 Vo Kim Thoa - B.A. in ELS them to use English in the workplace are very few. 53.20 % male and 51.02% female respondents said that they just use English sometimes in the workplace. Surprisingly, just over 26.04 % males along with 26.53 % females showed that they never use English. Moreover, from the data in Table 1, female civil servants are more satisfied with their English proficiency than male officers (36.73% compared with 27.08%). However, the number of male and female officers who were not satisfied with their English proficiency is also very high 39.58 % and 38.78%. One of the most important reasons why they were dissatisfied with English proficiency is their difficulties in acquiring English skills. Specifically, 41.67 % males had many problems in speaking English, while 43.88 % females considered listening skill to be the most difficult one. Furthermore, although many offices and departments required civil servants have high English levels when recruiting them, no periodical tests have regularly been Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu organized to check their English proficiency and enhanced English skills. 90.62% and 85.72 % represent the percentage of men and women who have never participated in any English tests in the workplace after the recruitment examinations. Moreover, a majority of male and female civil servants have not been eager to participate in English training courses to improve their English skills and improve the English levels. Compared with male officers (11.46%), female civil servants (19.39%) pay more attention to taking part in these courses. Generally, according to the data of the research, male and female civil servants showed a lot of differences in their English proficiency as well as their satisfaction in using English in the workplace. Page 12 Vo Kim Thoa - B.A. in ELS Gender MALE FEMALE Number Number Percent English Percent (n= 96) (n= 98) Capabilities 1. Which national English levels do you have? a. A 30 30 31.25 30.06 50 38 b. B 52.08 39.58 c. C 14 22 14.58 22.45 d. Above C 2 8 2.09 7.91 (TOEFL, IELTS…) 2. How long have you studied English? a. Below 5 years 13 9 13.54 9.18 b. 6 years 6 4 6.25 4.08 c. 7 years 9 11 9.38 11.22 d. Over 7 years 68 74 70.03 75.51 3. At your contemporary working position, which English levels are you required to have? a. A 18 22 18.75 22.45 Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu b. B 53 56 55.20 57.14 c. C 11 16 11.46 14.33 d. Above C 14 4 14.59 4.08 (TOEFL, IELTS, …) 4. How often do you use English in the workplace? a. Very regularly b. Regularly c. Sometimes d. Almost no use English 5. Do you satisfy with your English capabilities? a. Very satisfied b. Satisfied c. Either satisfied or dissatisfied d. Dissatisfied 6 12 53 25 6.25 12.5 55.20 26.04 7 15 50 26 7.14 15.30 51.02 26.53 5 26 27 5.21 27.08 28.13 5 36 19 5.10 36.73 19.39 38 39.58 38 38.78 Page 13 Vo Kim Thoa - B.A. in ELS Gender English Capabilities 6. In the workplace, which English skills do you have difficulties in using? a. Listening b. Speaking c. Reading d. Writing MALE Number (n= 96) Percent Number (n= 98) Percent 35 40 3 18 36.46 41.67 3.13 18.74 43 31 6 18 43.88 31.63 6.12 18.37 5 0 5 87 4.17 0 5.21 90.62 6 0 8 84 6.12 0 8.16 85.72 7. Do your offices often test your English proficiency? a. once per 3 months b. once per 6 months c. once per 12 months d. No periodical tests 8. Have you participated in English training courses to enhance your English proficiency? Trung Học liệu ĐH Cần a. tâm Very regularly b. Rarely c. Intend to take part in but I haven’t participated yet. d. Not participate. 9. What do you think about the recruitment examinations (English Test)? a. Very difficult b. Difficult c. Suitable d. Easy FEMALE Thơ@Tài liệu học tập19và nghiên19.39 cứu 11 11.46 30 21 31.25 21.88 32 32 32.65 32.65 34 35.41 15 15.31 10 22 44 20 10.41 29.92 45.83 13.84 3 30 49 16 3.06 30.61 50.00 16.33 TABLE 1: Figures showing the different percentage of using English of male and female civil servants in Cantho Page 14 Vo Kim Thoa - B.A. in ELS Besides categorized by gender, civil servants surveyed in Cantho are clustered according to their professional fields. These officers belong to four groups: socioscience, culture-information-art, economic-technology, others (construction, pedagogy, administrative management, environment, etc). All civil servants participating in this thesis passed the recruitment examination. Especially, a majority of officers in socioscience field (42.55%), in economic-technological field (48.15%) and other fields (38%) said that this examination was suitable for their levels. First of all, civil servants who belong to socio-science fields seem to have the highest English levels in comparison with other fields. About 36.17 % civil servants in this group gets English level C. Moreover, 34.02 % is a total number of officers in socioscience fields who are considered to be advanced learners in English (level C and above level C). Especially, just two out of 81 civil servants in economic-technological fields Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu and 1 out of 50 officers in other fields have high advanced level in English (above level C). According to the figures in Table 2, most of civil servants in all fields surveyed have studied English for over 7 years. The percent of officers learning English over 7 years in socio-science fields is the highest one (85.1%). As seen from the Table 2, most of offices in Cantho require their civil servants have at least level B of English. It is likely that civil servants in all fields do not supply the requirements of their offices. For instance, about 85.11 % officers surveyed in socioscience fields replied that they were asked to have at least English level B, while just 70.21 % respondents could meet this requirement. Although civil servants were required to have at least English level B, they have very few opportunities to use English in the workplace. About 33 out of 50 officers working in some fields such as construction, pedagogy, etc. responded that they have no chance to use English in the workplace. It Page 15 Vo Kim Thoa - B.A. in ELS seems that civil servants in economic-technological fields used English more regularly (approximately 23.46%). Surprisingly, the percentage of civil servants who were not satisfied with their English proficiency is very high in all fields surveyed. Over 40% respondents in every field said that they were not satisfied their English capabilities. Especially, the figures in Table 2 illustrate that civil servants in dissimilar fields have difficulties in different English skills. For example, approximately 42.55 % officers in socio-science fields and 46 % civil servants in other fields considered listening skills to be the most difficult one whereas 48.15% participants clustering to economictechnological fields said that speaking skill is regarded as the most challenging one. According to the Table 2, most of departments and offices in all fields do not have any periodical tests to examine civil servants’ English proficiency. Especially, just over 91.36% officers in economic-technological fields said that they have never participated Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu in English tests in their workplaces. In reality, despite having not taken part in periodical English tests, civil servants do not concern much about improving their English proficiency. 46.81 % respondents in socio-science fields showed that they rarely attended in English courses. On the other hand, there are a large number of civil servants (58 people) in all fields having a tendency to improve their English skills. They may want to enhance the abilities to use English; nevertheless, they still have not participated yet. Page 16
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