Nguyễn Quang Nhật, Nguyễn Ngọc Phương Dung


This paper aims to analyze students’ needs for an improvement in interpretation course design, administered among 96 seniors from the Faculty of Foreign Languages at Banking University of Ho Chi Minh City (BUH), Vietnam. It used a questionnaire on learning objectives, course planning, teaching contents, teaching methods, testing and evaluation in this institution. The results indicated that the students would like to get good marks in the final exams as well as acquire necessary knowledge and skills of a real interpreter. The findings also revealed that there should be more authentic practice, group-work activities, and practical collaborative evaluations. The topic selection and teaching methods need to take learners’ interests and effective formal class time into account. Finally, the results showed that the students lacked confidence in their interpreting ability; therefore, instructors should spend more time on practice and practical implications should be considered for subsequent course curriculum updates.



Curriculum; interpretation; interpreter training; needs analysis; quality improvement

Full Text:

PDF (79-88)


Berwick, R. (1989). Needs assessment in language programming: From theory to practice. In R.K. Johnson (Ed.), The second language curriculum, (pp. 48-62). Cambridge: Cambridge University Press.

Brown, J.D. (2001). The elements of language curriculum: A systematic approach to program development. New York: Heinle & Heinle.

Dudley-Evans, T., & St John, M.J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge: Cambridge University Press.

Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centred approach. Cambridge: Cambridge University Press.

Kaewpet, C. (2009). A framework for investigating learner needs: Needs analysis extended to curriculum development. Electronic Journal of Foreign Language Teaching, 6(2), 209–220.

Long, M.H. (2005). Second language needs analysis. Cambridge: Cambridge University Press.

Munby, J. (1978). Communicative syllabus design: A sociolinguistic model for defining the content of purpose-specific language programmes. Cambridge: Cambridge University Press.

Nunan, D. (1988). Syllabus design. Oxford: Oxford University Press.

Pham, H.P.V. (2016). Model of teaching translation. Proceedings of teaching translation and interpretation at tertiary level (pp. 94-109). Ho Chi Minh City: National University HCMC Press.

Richards, J.C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.

Richterich, R., & Chancerel, J. (1977). Identifying the needs of adults learning a foreign language. Oxford: Pergamon Press.

The ‘BlackBox’ survey of the proficiency output standards of BUH’s English-majored graduates from the perspectives of employees (2015). Banking University of Ho Chi Minh City


  • There are currently no refbacks.