Academic literature on the topic 'English language – Study and teaching – Vietnamese speakers'
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Journal articles on the topic "English language – Study and teaching – Vietnamese speakers"
1
Lap, Nguyen Thi. "Offering in English and Vietnamese." Tạp chí Khoa học 16, no. 2 (September 24, 2019): 42. http://dx.doi.org/10.54607/hcmue.js.16.2.2443(2019).
Full textAbstract:
The study aims to help speakers of English find out types of general English offering which are widely applied in everyday communications and how to use offering forms correctly according to social distance and relative power of English native speakers and Vietnamese speakers in particular situations. The study is carried out with the hope of contributing to a better English language teaching and learning status and it is also expected that Vietnamese learners of English would have a chance to get used to the natural way of making offers in English so as to be successful cross-cultural communicators.
2
Huong, Tran Thanh. "The Intelligibility of the Vietnamese Accented English." Education and Linguistics Research 3, no. 1 (April 9, 2017): 69. http://dx.doi.org/10.5296/elr.v3i1.10877.
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This study was purposely conducted to determine what linguistic features affect the intelligibility of the Vietnamese speakers. To do this, speech samples of exemplars of Vietnamese English were audio-taped and then listened to by representatives of the Kachruvian circles, who wrote down what they heard. The findings show that Vietnamese speakers have some difficulties producing English words properly, especially with final sounds, word-final consonant clusters, and words that have more than three syllables. The exemplars also find it difficult to deal with the stress time rhythm of English words with more than two syllables. The findings also imply that intelligibility is not much of a problem for Vietnamese exemplars, results of intelligibility scores of American and Filipino listeners show that less exposure of other speakers to another language does not follow that the latter would be completely unintelligible to the former. In addition, similarity in the general features of language between speakers of different nationalities does not guarantee mutual intelligibility between these people. From the findings, the paper discusses their implications for English language teaching in Vietnam.
3
Nguyen Thi Kieu, Thu. "A STUDY OF VIETNAMESE TEACHERS’ PERCEPTIONS AND PRACTICE IN TEACHING ENGLISH LITERATURE IN THE CONTEXT OF ENGLISH AS A LINGUA FRANCA." Journal of Science Educational Science 67, no. 3 (July 2022): 3–13. http://dx.doi.org/10.18173/2354-1075.2022-0039.
Full textAbstract:
At the tertiary level, English literature, as a theoretical subject, is an obligatory course in most English departments teaching students majoring in English due to the inextricable link between literature and language. The incorporation of literature into teaching language becomes intriguing when English adopts its role as a lingua franca (ELF), a means of communication among people of different mother tongues and cultural backgrounds. The study aims at exploring the perceptions of six Vietnamese teachers of English literature from five major universities in Hochiminh City by using unstructured interview, which focuses on two main aspects namely, (1) their perception of ELF, i.e. awareness as well as evaluation of its status in Vietnam, and (2) its influence on their teaching philosophy and practice in English Literature courses. Results show that despite their appreciation of ELF, English is considered a foreign language (EFL) rather than a lingua franca in the Vietnamese context. However, a number of concepts associated with ELF, which the participants value influence their teaching in terms of material selection, and class activities but not assessment where the native speaker norms concerning language use are respected.
4
Tran, Tien B. "A Cross-Cultural Study of Modality in the Speech Act of Asking for Permission." Theory and Practice in Language Studies 12, no. 5 (May 4, 2022): 854–65. http://dx.doi.org/10.17507/tpls.1205.05.
Full textAbstract:
This paper is concerned with a cross-cultural study of modality expressions in asking for permission by Vietnamese and English speakers. The study involved 209 Canadian and Vietnamese informants with the use of a Discourse Completion Task questionnaire. A total of 3000 utterances were chosen for analysis to gain insights into the frequency and types of lexico-modal markers manifested in the two languages. It is found that hearer-oriented verbal style tends to be dominant in Vietnamese while the speaker-oriented strategy is more favored in English. Vietnamese speakers tend to employ direct strategies with a dominant use of appealers which sounds intimate to the hearer. English speakers, by contrast, incline to conventionally-indirect strategies such as Can I, Could I, etc. It is also evident that Vietnamese speakers frequently use politeness markers when they communicate with the older, but they hardly use them for their peers. English speakers, however, use politeness markers for all partners with a slight variation. Another noteworthy similarity is that both Canadian and Vietnamese women modalize their language than men.
5
Nguyễn, Anh-Thư T. "F0 patterns of tone versus non-tone languages: The case of Vietnamese speakers of English." Second Language Research 36, no. 1 (September 10, 2018): 97–121. http://dx.doi.org/10.1177/0267658318797365.
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This article reports a study that aimed to find out whether F0 patterns of L2 English produced by Vietnamese speakers are different to those of native English speakers, whether the non-native F0 patterns are transferred from Vietnamese, and to what extent English and Vietnamese F0 profiles differ. Ten native/L1 Australian English speakers, 20 Vietnamese speakers of English (10 beginners and 10 advanced speakers) and a control group of four native/L1 Vietnamese speakers were included. The F0 profiles (F0 maximum, F0 minimum, F0 range, F0 mean and F0 standard deviation at three levels: utterance, syllable and phoneme) were obtained from a set of 10 English sentences and 20 Vietnamese utterances. The results showed that F0 patterns of beginning-level L2 English are systematically different from those of native English speakers, which can be transferred from their native tone language. Nevertheless, the advanced speakers’ ability to produce native-like F0 patterns indicates the effect of language learning experience on prosodic acquisition. The data and results of this study contribute to the understanding of the process and nature of second language acquisition.
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Do Lan Phuong. "Vietnamese English Teachers’ Perceptions of Culture in ELT Materials in Vietnamese Universities." Education and Human Development Journal 5, no. 2 (September 30, 2020): 1–21. http://dx.doi.org/10.33086/ehdj.v5i2.1540.
Full textAbstract:
As one of the main purposes of using English today is for international communication and globalisation, English has been mainly used among bilingual speakers of English who come from different ethnic and cultural backgrounds (McKay, 2006; Sharifian, 2014). In such multinational and multicultural contexts, today English learners have to deal with not only linguistic barrier, but also cultural barrier. Therefore, it is crucially important that they are provided with multicultural knowledge and cross-cultural awareness. However, so far, there has been little research into the perceptions of English teachers towards culture used in ELT materials in EFL contexts. Therefore, the research aims to identify how seven Vietnamese teachers of English in two universities in Hanoi, Vietnam perceived culture and the role of culture in language teaching. This paper also seeks to explore how their perceptions influenced the way they taught culture in their English class and the way they adapted and developed ELT materials for their students with the hope that it will provide useful and practical suggestions for developing appropriate ELT materials for EFL teaching contexts. The research is based on a qualitative research which applies mostly in-depth, semi-structured interviews and document analysis. The data of this research reveals that most participants recognized the close and interrelated relationship between language and culture and the crucial role of culture in language teaching. They also identified the important role of English as an international language and cultural differences in ELT materials. Realizing a cultural gap in most of the materials they taught, they tried to adapt the materials based on their students’ needs.
7
Wang, Cen, Sarah Verdon, Sharynne McLeod, and Van H. Tran. "Profiles of Linguistic Multicompetence in Vietnamese–English Speakers." American Journal of Speech-Language Pathology 30, no. 4 (July 14, 2021): 1711–27. http://dx.doi.org/10.1044/2021_ajslp-20-00296.
Full textAbstract:
Purpose Speech-language pathologists work with increasing numbers of multilingual speakers; however, even when the same languages are spoken, multilingual speakers are not homogeneous. Linguistic multicompetence (aka multi-competence) considers competency across all languages and is associated with multiple demographic, migration, linguistic, and cultural factors. Method This article examines the linguistic multicompetence of adults with Vietnamese heritage living in Australia ( n = 271) and factors associated with varying profiles of multilingualism. Participants completed a self-report questionnaire (available in English and Vietnamese) regarding their language proficiency and associated factors. Results Participants were largely (76.6%) first-generation migrants to Australia. Three distinct profiles of linguistic multicompetence were statistically identified using a cluster analysis: (a) Vietnamese proficient ( n = 81, 31%), (b) similar proficiency ( n = 135, 52%), and (c) English proficient ( n = 43, 17%); that is, half were proficient in both languages. Multinomial logistic regression analyses compared participants profiled as having similar proficiency with those who were more dominant in one language. Factors associated with the Vietnamese proficient group (compared with the similar proficiency group) were that the participants used Vietnamese much more than English with different people across different situations, were more likely to believe that maintaining Vietnamese helped them communicate in English, and earned less. Participants in the English proficient group used English more than Vietnamese with different people across different situations, were more likely to have lived in English-speaking countries longer, were younger in age, and were less likely to believe that maintaining Vietnamese helped improve academic study than those with similar proficiency. Conclusion Undertaking a comprehensive language profile is an important component of any multilingual assessment to enable speech-language pathologists to develop an understanding of different presentations of linguistic multicompetence, engage in culturally responsive practice, and acknowledge that high levels of competence can be achieved across multiple languages. Supplemental Material https://doi.org/10.23641/asha.14781984
8
Huyen, Nguyen Thanh. "Contrastive Analysis of Consonants in English and Vietnamese." Journal of English Language Teaching and Applied Linguistics 3, no. 6 (June 8, 2021): 58–65. http://dx.doi.org/10.32996/jeltal.2021.3.6.8.
Full textAbstract:
Language is an intensely indispensable tool. It has tremendous functions in communication. One is communicating and conveying messages, thoughts and ideas, feelings, insights, and mental treasures and values of a communicative society. Also, it enhances and strengthens fellowships, companionships, relationships and economic and cultural cooperation. However, language is very indistinct, unclear and confusing. This contrastive linguistics analysis will compare the consonants between English and Vietnamese. Thus, the author synthesizes stored information from various sources to compare differences in consonants between English and Vietnamese in comparative points. Then, some implications and discussion would be drawn for teaching English pronunciation, aiming at helping English learners pronounce like native speakers. The findings show that there are significant differences between English and Vietnamese consonants. This paper is intended to help teachers and English learners review English and Vietnamese consonants to minimize mistakes in their pronunciation, accommodating learners to build their confidence to communicate in L2.
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Widyasari, Hesti, and Hanandyo Dardjito. "Teaching Indonesian for other language speakers." Technium Social Sciences Journal 28 (February 9, 2022): 43–51. http://dx.doi.org/10.47577/tssj.v28i1.5887.
Full textAbstract:
Previous studies suggested immersing the language learners in the target language when learning a foreign language. It is, to some extent, difficult to apply because of several factors; therefore, English operates as a medium of instruction in the classroom where the learners have different cultures and different first languages. This study aimed at finding out the use of English as a medium of instruction in teaching Indonesian for foreign language speakers or Bahasa Indonesia bagi Penutur Asing (BIPA). It applied a qualitative design involving a semi-structured interview with three BIPA teachers selected using purposive sampling. The interview data were analysed interpretively. The findings revealed that English was employed when giving instruction, explaining complex concepts and grammar, defining vocabulary, checking the students’ comprehension, and keeping the classroom interaction. However, English was used limitedly because the learners needed to learn and practice the target language.
10
Pazos Riaño, José Carlos. "Phonetic and Phonological Transfer from Northern Vietnamese to English in Consonant Clusters and Voiceless Final Obstruents." Epos : Revista de filología, no. 37 (December 21, 2021): 185–209. http://dx.doi.org/10.5944/epos.37.2021.31191.
Full textAbstract:
This article studies phonetic and phonological transfer from Northern Vietnamese to English observed in the production of consonant clusters and voiceless final obstruents. The pronunciation of a corpus of words in English produced by eight Northern Vietnamese participants has been obtained by means of two reading tasks and compared to the productions of two English speakers. The material has been auditorily and acoustically analysed following a descriptive approach and using a mixed methodology. The features that conform to phonetic and phonological transfer from Northern Vietnamese to English have been identified and analysed. Finally, some applications of this study have been proposed to help intelligibility in international contexts and to enhance the teaching of English to Northern Vietnamese students.
Dissertations / Theses on the topic "English language – Study and teaching – Vietnamese speakers"
1
Leung, Yan-kit Ingrid. "Functional categories in second and third language acquisition : a cross-linguistic study of the acquisition of English and French by Chinese and Vietnamese speakers." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82915.
Full textAbstract:
This thesis investigates non-native language acquisition of the verbal and nominal functional domains in Second language (L2) English and second/third language (L2/L3) French by Chinese and Vietnamese speakers. Six experimental studies are reported. Two current competing theories in the field of theoretical second language acquisition (L2A), namely, the Failed Features Hypothesis (FFH) and the Full Transfer Full Access (FTFA) model are compared and their applicability to third language acquisition (L3A) evaluated in the light of our data.A version of the Minimalist Program is assumed in this work. Predictions based on FFH and FTFA are as follows: As far as L2A is concerned, both FFH and FTFA predict full transfer of L1 in the L2 initial state. With respect to L3A, FFH predicts the initial state to be L1 while FTFA predicts either L1 or L2. The two models diverge regarding their predictions on the L2/L3 transitional and steady states. In particular, FFH hypothesizes permanent "failure" and persistent L1 influence in L2/L3 interlanguage while FTFA hypothesizes full access and acquirability of target structures.
Three L2/L3 experimental studies on the verbal functional domain (i.e. tense and agreement) and another three on the nominal functional domain (i.e. the Determiner Phrase) were conducted. Subjects include Chinese monolingual learners of English, Vietnamese monolingual learners of French as well as Chinese-English bilingual learners of French. A variety of tasks were used to test the predictions made by the two models. Results demonstrate partial transfer of L1 in the L2 initial state and of L2 in the L3 initial state, and point towards full access in the L2/L3 steady states. These findings do not seem to be consistent with FFH. It appears that FTFA is a more viable theory for non-native language acquisition. We also contend that L3A is not simply another case of L2A.
2
Van, Ngo Thi Thanh, and n/a. "A comparative study of cohesion in English and Vietnamese texts." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20061109.165600.
Full textAbstract:
This study aims at comparing English and Vietnamese cohesion
with the hope that it may contribute to the teaching and learning
of English in Vietnam.
It is hoped that the results of the study may help the teacher and
student to become more aware of cohesive devices in English
texts and thus make better use of them in the teaching and
learning of the English language.
The study reveals that the two languages have several similar
features in cohesion. It also points out the differences of
cohesion in texts of the two languages.
The first chapter is an introductory part in which background to
the study, the aim of the study, the source of information, and
the objectives and content of the study are presented.
Chapter 2 deals with the theoretical background related to the
study. Concepts such as text and cohesion are presented.
Chapter 3, 4, 5, 6 and 7 discuss the five cohesive relations in
English and Vietnamese; that is. reference, substitution, ellipsis,
conjunction, and lexical cohesion.
In chapter 8. a comparison of English and Vietnamese cohesion
based on the analysis in chapters 3. 4. 5, 6 and 7 is made. As
well as this, it looks at common errors in the use of cohesive
devices made in the English writing of Vietnamese students at
the University of Canberra.
In the last section, the conclusion, the author tries to offer
some implications based on the results of the previous sections
and on the author's experience of teaching and learning foreign
languages. It is hoped that the implications may be of
significance to Vietnamese teachers and students of English.
And furthermore, that the analysis of cohesion in Vietnamese
may be beneficial to foreign students learning Vietnamese as a
foreign language.
3
Ngoc, Hung Nguyen, and n/a. "Proposed EAP and ESP syllabuses for Vietnamese students going to study overseas." University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060731.132843.
Full textAbstract:
The increasing number of economic and cultural aid programmes for
Vietnam to reconstruct its war-torn economy in recent years from the
United Nations Development Programme and other international and
governmental organizations has created a great demand for English language teaching and learning in Vietnam. The language problems
that face Vietnamese scientists and technicians working in these aid
programmes have been a major concern of many educational
institutions in Vietnam and a reason for the author of this Study
Report to take up this study.
Chapter one of this study covers major stages of development of the
teaching of English for Specific Purposes (ESP) and various factors
that influence the teaching of ESP.
Chapter two discusses some current issues in the teaching of ESP in
Vietnam with special reference to course organization, syllabus and
material design at the Hanoi Foreign Language College. It also
points out some misunderstanding and misconception in the teaching
of English to Vietnamese scientists and technicians.
Chapter three looks at major language problems that Vietnamese
students meet when they go to study at different colleges or
universities in English speaking countries. A close investigation
will be carried out over a number of Vietnamese veterinary doctors
studying at the university of Queensland in Australia.
Chapter four is concerned with the selection of suitable syllabus
models for ESP/EAP courses at HFLC and also attempts to work out
appropriate syllabuses for EAP courses for Vietnamese students going
to study overseas.
The final chapter suggests some further considerations for
organizing ESP/EAP courses at HFLC especially for material
production, ESP teacher training and ESP testing.
It is hoped that this Study Report will give language teachers in
the ESP Department at the Hanoi Foreign Languages College a clearer
picture of what ESP is all about and provide some guidelines for
successful organization of teaching ESP and EAP to Vietnamese
students.
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Edmunds, Trevor. "Investigating perceptions of student engagement in class practices of Vietnamese learners of academic English." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/98111.
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Thesis (MA)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Over the last 25 years socially-based SLA research has increasingly focused on contextual factors that constitute the local learning environments of learners of English as a second language in attempting to better comprehend the socially embedded nature of learning outcomes. These scholars have largely postulated language learning not only as the acquisition of linguistic knowledge in the abstract but rather as fundamentally constituted by participation in social praxis as situated within local sociocultural and institutional contexts. The emergence of „the social‟ in SLA research is especially significant to academic contexts in which learners belonging to diverse cultural and literacy traditions typically struggle to identify with target literacy practices of their academic communities. Drawing on a sociocultural approach and the community of practice construct, this thesis takes a qualitative approach. Through the analysis of teacher and student focus group data, this thesis sets out to illustrate learner and teacher articulations surrounding what constitutes learner engagement in an academic English program at an international university in Vietnam. The data collected in this study suggests that the focal learners perceived higher levels of learner engagement in learning contexts in which collaborative, dialogic activity was extensively integrated in the acquisition of target academic literacy practices. While the focal teacher articulations surrounding student engagement also took into account the importance of such collaborative class activity, the teachers did not attribute the same level of importance to it that the focal students did. This study concludes that teachers should extensively use activity frameworks within class that encourage group work in the learning of target academic literacy practices, especially academic reading and writing practices. Even where target practices will ultimately be elaborated and assessed on an individual basis, this study illustrates that collaborative dialogic frameworks seemed to provide students with opportunities to pool linguistic, content, and skills-related resources, thus allowing students to overcome learning difficulties associated with academic literacy practices. Ultimately, such activity frameworks appeared to mediate higher levels of student engagement within class activities, which students linked to more effective and enjoyable learning of academic English.
AFRIKAANSE OPSOMMING: Geen opsomming beskikbaar
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Suu, Nguyen Phuong, and n/a. "A cross-cultural study of greeting and address terms in English and Vietnamese." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.114406.
Full textAbstract:
Mastering a new language does not only consist of the ability to
master its system of form but also the ability to use its linguistic
units appropriately. This is because languages differ from one
another not only in their systems of phonology, syntax and lexicon
but also in their speakers' manners of patterning their discourse
and realizing speech acts.
Greeting and addressing people are, to varying extents, formulaic,
culture-specific and routinized in different languages, including
Vietnamese and English. The factors that govern the way one
person greets and addresses another varies across languages and
speech communities. The selection of one linguistic form over
another in greeting and addressing someone largely depends on
Speaker-Hearer relative power paradigm, the context of
interaction and other social factors.
Greetings and address terms by themselves do not carry much
referential meaning but accomplish pragmatic functions. Failure to
use them appropriately may result in communication breakdown
or unwanted hostility, particularly in cross-cultural interactions.
Since communication is meaning-based, conventional, appropriate,
interactional and structured (Richards,1983: 242 ff), speakers of a
foreign language must take into account these elements if they
wish to communicate successfully in the target language.
This study investigates the patterning of greeting and address
terms in Vietnamese and in English, identifying similarities and
differences between them. The factors that govern the way
speakers choose to greet and address are examined.
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Ha, Dang Vu Thanh, and n/a. "How Vientamese ELICOS students build up their word stock : an empirical study." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060713.153439.
Full textAbstract:
The process of second language vocabulary acquisition (L2VA) is
investigated by looking at the learning, teaching, learner and
environmental factors that affect the ways that adult Vietnamese learners of English acquire, store and use words. Data were
collected by examination of informants' diaries, recorded classes,
free conversations, interview-questionnaires and regular
interviews during the English program. The data show that the
process of building up the mental lexicon is slow, long and
complicated. For adult learners coming from different English and
job backgrounds, full time classroom learning is the biggest and
most important source of L2 word input. It is also in this
environment that the word storage and recall mechanisms are
most facilitated. The L2VA process varies according to individual
learners at different levels, with different learning goals,
motivations, determination, areas of interest and word learning
methods.
It is hoped that the findings of the study help increase Vietnamese
teachers' awareness of how to teach English vocabulary
effectively and how to help learners work out individually suitable
word learning methods.
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Thom, Nguyen Thi, and n/a. "Error analysis and English language teaching in Vietnam." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.131913.
Full textAbstract:
This field study report covers four major areas :
1. Error analysis in language teaching and learning and
its procedures
2. The relevance of error analysis to the teaching of
English as a foreign language in the Vietnamese situation
3. Analysis of errors made by Vietnamese speakers
4. The use of error analysis in teaching English to
Vietnamese speakers.
Error analysis can be a useful adjunct to second language
teaching, since it serves two related but distinct functions : the
one, practical and applied in everyday teaching, and the other,
theoretical, leading to a better understanding of the second
language learning acquisition process.
This study emphasizes the practical uses of error analysis in
teaching and correction techniques, materials development and
syllabus design. It is hoped that error analysis will make some
contribution to the teaching of English as a foreign language to
Vietnamese speakers, whose language is quite different from English
and whose culture is far from being similar to that of English
native speakers.
This study is aimed at helping Vietnamese teachers of English
to change their attitude to students' errors and see them in a more
positive way, rather than as signs of failure on the students' part.
It is suggested that a teacher of English must be able to
recognize errors when they occur, to form some idea of the kind of
error made and also why they occur. Finally, he must then be able
to draw, from the analysis thus made, some conclusions as to what
and how he should teach.
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Vang, Nguyen Xuan, and n/a. "An investigation of the English language needs of Vietnamese studying overseas." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.170645.
Full textAbstract:
Vietnam has been sending a lot of people overseas for study and training
but the results obtained from overseas study and training are not
satisfactory owing to language deficiency. This has prompted the present
study which aims to investigate the language problems and language
needs of Vietnamese going overseas for study and training.
Chapter 1 presents the justification and objectives of this Study Project
Report.
Chapter 2 gives some insight into the definition of English for Specific
Purposes (ESP), its development, and the situation of English language
teaching and ESP teaching in Vietnam.
Chapter 3 discusses the nature of analysis and its role in ESP course
design, types of needs of learners of English, and the methods of collecting
information for needs analysis.
Chapter 4 examines the noticeable problems of Vietnamese learners of
English in overseas settings in terms of difficulties in language, study skills,
and cultural differences by carrying out through a survey and a case study.
Chapter 5 specifies three kinds of English that Vietnamese in general will
needs for study and training in overseas settings: English for survival
needs, English for social needs, and English for descipline-specific needs.
Finally, some conclusions and recommendations are presented in the last
chapter.
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Ha, Nguyen Hong, and n/a. "Time and modality in Vietnamese : a contrastive study of Vietnamese and English." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060713.170038.
Full textAbstract:
The present study is an attempt to give a description of
how temporal and modal meanings are expressed in Vietnamese,
and to relate the description to English by way of translation
correspondence. The study is, therefore, a
contrastive work on Time and Modality in Vietnamese and
English.
It is hoped that Vietnamese students might find in this
work some kind of help that may facilitate their study
of English grammar as regards time and mood.
In chapter 1, the author presents a brief history of
foreign language teaching in Vietnam, and the role of
English as a foreign language in the country at present.
He also discusses problems confronting Vietnamese teachers
and students in teaching and learning English and states
the aims of the study. Next, the structure of the Vietnamese
verb-phrase is discussed, with a view to giving
the reader some idea of how auxiliaries operate in
Vietnamese.
In chapter 2, a description of temporal expression in
Vietnamese is presented, with emphasis on the uses of the
so-called "time auxiliaries". Also, time adverbs, time
clauses and questions with time in Vietnamese are
discussed.
Chapter 3 deals with modal expression in Vietnamese. In
this chapter special attention is given to the uses of
the modal auxiliaries. Attempts are then made to describe
the so-called "attitudinal disjuncts" and conditional
sentences in Vietnamese.
In chapter 4, implications for teaching time and modality
in English to Vietnamese students are given. The author
suggests some teaching points, which, through the present
contrastive work, are likely to be some of the most
difficult areas for Vietnamese speakers and therefore
should be given the most particular attention.
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Do, Tom Hong. "Negotiated Identities of Second-Generation Vietnamese Heritage Speakers: Implications for the Multilingual Composition Classroom." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/581279.
Full textAbstract:
Grounded in interdisciplinary scholarship to include rhetoric and composition, applied linguistics, and heritage languages, my dissertation, Negotiated Identities of Second-Generation Vietnamese Heritage Speakers: Implications for the Multilingual Composition Classroom, is a qualitative study that explores how Vietnamese heritage speakers negotiate multiple identities in different social contexts. I define heritage speakers as asymmetrical bilinguals who were raised in a non-English speaking household but whose dominant language is now English. While findings from this study reveal that heritage speakers struggle to claim a linguistic identity because of discrimination from members of different Vietnamese communities, they nonetheless—through reflexive and interactive positioning—resist these communities' discriminatory practices by constructing and negotiating multiple identities that enable them to reimagine themselves as legitimate members of an imagined Vietnamese community. By focusing on speakers' negotiated identities, this dissertation departs from the traditional emphasis in heritage language and composition studies that equate language proficiency with cultural identity. Instead, it calls for a more nuanced understanding of identity formation that not only engages speakers' multiple spheres of belonging but also informs current pedagogical practices that seek to incorporate speakers' heritage languages as linguistic resources in the composition classroom.
Books on the topic "English language – Study and teaching – Vietnamese speakers"
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Compton, Arthur J. Pronouncing English for Vietnamese speakers. San Francisco: Carousel House, 1999.
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Thuan, Nguyen Bich. Contemporary Vietnamese: An intermediate text. [De Kalb, Ill.]: Northern Illinois Univ., Center for Southeast Asian Studies, 1997.
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5
California. Dept. of Education. Bilingual Education Office. Handbook for teaching Vietnamese-speaking students. Sacramento, Calif: Dept. of Education, 1994.
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6
Mai, Ngọc Chừ. Studying Vietnamese through English =: Học tiếng Việt qua tiếng Anh. 8th ed. Hà Nội: NXB Thế giới, 2008.
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Liebowitz, Dorothy Gabel. Practical vocabulary builder: Blackline masters for teaching basic second-language skills in various languages : English, Español, Français, Deutsch, Italiano, Pyccknn̆, [Vietnamese]. Lincolnwood, IL: National Textbook Co., 1994.
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Nguyễn, Thành Yến. Bày tỏ tâm trạng và cảm xúc bằng tiếng anh. TP Hồ Chí Minh: Nhà xuất bản Tổng Hợp TP Hồ Chí Minh, 2004.
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10
Healy, Dana. Vietnamese: A complete course for beginners. Lincolnwood, Ill: NTC Pub. Group, 1997.
Find full textBook chapters on the topic "English language – Study and teaching – Vietnamese speakers"
1
Święciński, Radosław. "An EMA Study of Articulatory Settings in Polish Speakers of English." In Second Language Learning and Teaching, 73–82. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-24019-5_6.
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Calvo-Benzies, Yolanda Joy. "/ðə ˈmusɪk ɪnˈdustrɪ jas esˈtarted teikin leˈgal akˈʃɒn/*. A Preliminary Study on the Nature and Impact of Phonological and Orthographic Transfer in the English Speech of Bilingual Speakers of Spanish and Galician." In Second Language Learning and Teaching, 21–47. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22066-2_2.
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Hong, Wilson Cheong Hin. "Improving English as a foreign language learners’ writing using a minimal grammar approach of teaching dependent clauses: A case study of Macao secondary school students." In Innovative Approaches in Teaching English Writing to Chinese Speakers, 67–90. De Gruyter, 2021. http://dx.doi.org/10.1515/9781501512643-004.
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Ma, Maggie, and Mark Feng Teng. "Metacognitive knowledge development of low proficiency Hong Kong English as a Foreign Language university students in a process-oriented writing course: An action research study." In Innovative Approaches in Teaching English Writing to Chinese Speakers, 117–44. De Gruyter, 2021. http://dx.doi.org/10.1515/9781501512643-006.
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Obari, Hiroyuki, Steve Lambacher, and Hisayo Kikuchi. "The impact of using AI and VR with blended learning on English as a foreign language teaching." In CALL for widening participation: short papers from EUROCALL 2020, 253–58. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.48.1197.
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This study focuses on the use of emerging technologies such as Artificial Intelligence (AI) smart speakers and smartphone applications for improving the English language skills of L1 Japanese undergraduates. An empirical investigation was carried out with 82 Japanese students. Participants were required to study a variety of online English programmes using AI speakers over an eight-month period. The results showed that students using AI speakers outperformed on the Test of English for International Communication (TOEIC) a group of non-AI users, who instead exclusively used online materials. This research suggests integrating blended learning, including AI and Virtual Reality (VR), may be an effective way to improve the English proficiency of native Japanese.
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Monteiro, Ana Lúcia Tavares. "The assessment of English in aeronautical radiotelephony communications: a mixed methods study." In Aviation English - A global perspective: analysis, teaching, assessment, 223–44. Bookerfield Editora, 2022. http://dx.doi.org/10.53268/bkf22080512.
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The high-stakes context of international radiotelephony (RT) communication, in which pilots and air traffic controllers (ATCOs) use aviation English (AE) as a lingua franca, requires a robust testing policy that is clear and fair to all stakeholders. The ICAO Language Proficiency Requirements have been criticized for their lack of fit with pilots’ and ATCOs’ real-life communicative needs, for both native and non-native speakers of English (Douglas, 2014; Kim, 2012). This paper reports on a multiphase mixed methods study that investigated the proficiency construct (awareness, knowledge, skills, and attitudes) in pilot-ATCO intercultural RT, following Fulcher and Davidson’s (2007) test development framework. Drawing on theoretical and empirical studies in the domains of Aviation English, English as a Lingua Franca, Intercultural awareness, and Interactional competence, the communicative demands of pilots and ATCOs involved in intercultural RT communications and how they can be specified within a construct framework and operationalized as test tasks were explored. Integration of findings underscored the value of a broader view of professional communicative competence for intercultural RT communication and the importance of giving voice to aviation stakeholders in all phases of the test development process.
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Csillik, Eva, and Irina Golubeva. "Dealing With Language Gap in a Hungarian-English Early Childhood Classroom." In Research Anthology on Bilingual and Multilingual Education, 1476–502. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3690-5.ch074.
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The term ‘translanguaging' has been widespread in the field of Applied Linguistics in a short period of time, and just as quickly, it infiltrated in the field of Multilingual Education. Translanguaging is mostly seen as an opportunity to build on multilingual speakers' full language repertoire in the classroom in order to make sense of the world around them. At the same time, translanguaging might be seen as a threat for heritage language survival because heritage languages are forced to immerse in the mainstream language(s). The authors observed pedagogical translanguaging practices in the AraNY János Hungarian Kindergarten and School (USA) to understand how English was used in teaching the heritage language and to discover how bridging existing language gaps between speakers worked in the practices of bilingual pedagogues. The overarching aim of this study was to reveal some of the pedagogical translanguaging strategies used to deal with occurring language gaps.
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Csillik, Eva, and Irina Golubeva. "Dealing With Language Gap in a Hungarian-English Early Childhood Classroom." In Advances in Linguistics and Communication Studies, 168–94. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1219-7.ch011.
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The term ‘translanguaging' has been widespread in the field of Applied Linguistics in a short period of time, and just as quickly, it infiltrated in the field of Multilingual Education. Translanguaging is mostly seen as an opportunity to build on multilingual speakers' full language repertoire in the classroom in order to make sense of the world around them. At the same time, translanguaging might be seen as a threat for heritage language survival because heritage languages are forced to immerse in the mainstream language(s). The authors observed pedagogical translanguaging practices in the AraNY János Hungarian Kindergarten and School (USA) to understand how English was used in teaching the heritage language and to discover how bridging existing language gaps between speakers worked in the practices of bilingual pedagogues. The overarching aim of this study was to reveal some of the pedagogical translanguaging strategies used to deal with occurring language gaps.
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Kumanda, Nomaroma, Shakespear Chiphambo, and Nomxolisi Mtsi. "Teaching of Natural Sciences Concepts to English Second Language Speakers in Primary Schools in South Africa." In Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.104495.
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There are several challenges in teaching of concepts of Natural Sciences as a subject to isiXhosa speakers in primary schools in South Africa. This chapter explores the challenges of teaching Sciences Natural in English to isiXhosa speakers in the selected primary schools. The Bronfenbrenner’s ecological systems theory was utilised. A qualitative research methodology was employed supported by the case study design. A purposeful sampling technique was utilised to select five different primary schools. Qualitative data were collected through semi-structured interviews and analysed thematically. This study revealed that Natural Sciences teachers use code switching for students to understand the scientific concepts that seem difficult to comprehend in English as a foreign language. Natural Sciences teachers indicated that policy makers do not involve them when planning the curriculum. The study recommends: (i) the curriculum to make a provision for teachers to start their lessons with what students are familiar with, (ii) Natural Sciences teachers to be familiar with the theories of language development for them to link the language with learning and teaching of Natural Sciences concepts through professional development programmes and workshops, and (iii) the Department of Education to ensure that it adopts the mother tongue policy for teaching Natural Sciences.
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Malewaneng Maja, Margaret, and Masilonyana Motseke. "Strategies Used by UNISA Student Teachers in Teaching English First Additional Language." In Higher Education - New Approaches to Globalization, Digitalization, and Accreditation [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99662.
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The teaching of English to non-English speakers in historically disadvantaged areas of South Africa is a difficult task for student teachers. This study was conducted in the township schools at Ekurhuleni North District, in the Gauteng province of South Africa. The purpose of the study was to determine the extent to which students at the University of South Africa (UNISA) used interactive teaching strategies in the teaching of English as a First Additional Language (EFAL). The study also intended to highlight the support provided by UNISA lecturers to these student teachers. The study was grounded in interpretivism with self-determination theory (SDT) informing it. The study was a qualitative descriptive case study with document analysis, observations and semi-structured interviews utilised to collect data. Purposive sampling assisted in selecting six student teachers, of which three were male and three were female. The student teachers were studying in their 3rd and 4th years of the Bachelor of Education degree (B.Ed.), specialising in English. Data collected were categorised into codes and themes. The findings reveal that student teachers only used pictures, charts and flashcards as interactive teaching strategies in teaching EFAL. It was concluded that student teachers were not well-prepared in the use of interactive teaching strategies in the teaching of EFAL and were not adequately supported by the university. It is recommended that UNISA lecturers should regularly visit student teachers during their teaching practice offering support, motivation and advice.
Conference papers on the topic "English language – Study and teaching – Vietnamese speakers"
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Chi, Le Thi Giao, and Doan Phan Anh Truc. "Isolating Intensification in English Literary Discourse into Vietnamese." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.19.
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Intensification is a category of language much discussed by a lot of linguistics, however, this category is specifically identified just in the position of Martin and White (2005). This is, it is divided into two infused and isolated lexical-grammatical classes, of which isolating intensification is known as the markers which raise or lower the level of intensity of a certain individual item as qualities or processes. How isolating intensification is explored through the lens of translation is still left untouched. This paper aims to find out the encoding of meaning embodied in isolating intensification. Or rather, it explores how the nuance of meaning of isolating intensifiers and maximisers is when being rendered into Vietnamese. The study was operated using qualitative method and basing on 400 samples extracted from four literary works in English namely Wuthering Heights by Bronté, The Man of Property by Galsworthy, The Moon and Sixpence by Maugham and Vanity Fair by Thackeray, and their equivalents in Vietnamese. The research results show that there are adjustments of up-scaling and down-scaling, or losses of level of intensity when these intensifiers are translated into Vietnamese. The findings help learners and translators be aware of the changes occurring in the process of translation so that they can apply them to learning and using this point of language effectively.
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Truc, Nguyen Thụy Ngọc. "A Study on the use of Technology in Translation by HUFI English-majored Students." In 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.28.
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This study aims to investigate students’ use of technology for their translation needs and investigate which translation tools students use most often. The study is based on a survey of 50 students majoring in English Language in courses 09DHAV to courses 12DHAV of Ho Chi Minh City University of Food Industry (HUFI). They are representative of each school year, covering a variety of levels, genders helping to identify any trends or differences among student translators at different educational levels. This article analyses by quantitative method with the results of 20 questions including multiple-choice and essay written in English. The results show that students use a lot of technology and prefer to use their phones to translate Vietnamese-English. The tool using Google Translate was voted as the most used by students, followed is TFlat, SmartCat. The preference for using a phone over using a computer increased after the first and final years of school. Students in the early years also show a significant preference for Google Translate as their most used tool, but this preference is much lower for seniors.
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Dac, Phat Dinh, and Han Nguyen Minh. "A Cognitive Semantics Approach to the Polysemy of the English Preposition “On” and Its Vietnamese Equivalents." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.21.
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Exploring the shift in meanings of translating the preposition “on” from English to Vietnamese, the study, besides analyzing the cases of the changes in meanings of the preposition, aims at explaining the cases where the preposition “on” is not translated as “trên” and its Vietnamese equivalents under the cognitive semantics approach. The methods of analysis and synthesis of theories from the available data on the preposition “on” as well as the methods of classifying and systematizing prepositions are applied to English-Vietnamese translation. From the collected data, this study reveals the cases of the shift in meanings of “on” and the characteristics of multiple meanings of the preposition under the cognitive semantics approach. In the course of translation, contextual meanings are used in order to convey the meanings appropriately in the Vietnamese style. The research paper can make some contribution to the teaching of translation and make it a reference material for English learners.
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Nguyen, Uyen Tran Tu, Yen Hoang Pham, and Thanh Thanh To. "Factors Influencing Non-English Major Tertiary Students’ Engagement in Vietnamese EFL Classes: An Investigation." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.8.
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Student engagement plays a vital role in their performance in in-class activities. The importance of student engagement in a foreign language class has been proved in many prior studies. Most of them have mainly focused on students' and teachers’ perceptions towards student engagement in learning English. However, the current paper quantitively analyzed factors affecting student engagement and its correlation between variables. There are two research questions: 1) What factors influence non-English major tertiary students in Vietnamese EFL class; and 2) To what extent do those factors correlate with non-English major students’ engagement in English classrooms? The study’s questionnaire was delivered to 83 non-English major tertiary students studying in a public university in Ho Chi Minh City, Vietnam. The findings found that motivation made a more significant contribution to student engagement than the three others (e.g., teacher-student interaction, family engagement, and peer support for learning). In this paper, the correlations between student engagement and those factors were found to be significantly positive. Based on the results, the present study’s implication was that teachers and school managers should form a strong relationship with students’ parents to manage their learning process and share education opinions related to boosting student engagement in EFL classrooms. The study also suggested more future research investigating influences of student engagement with different methods to generalize this field.
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Oanh, Hoang Thi Kim. "An Investigation into the Influences of Anxiety in Non-English Major Tertiary Learners’ Willingness to Communicate Orally in Vietnamese EFL Classrooms." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.7.
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This paper scrutinized the impact of foreign language anxiety on tertiary Vietnamese students’ willingness to communicate orally in EFL classrooms. The study had two research questions: 1) Which is the most common type of foreign language anxiety experienced by non – English tertiary Vietnamese students in EFL classrooms, and 2) What is the correlation between foreign language anxiety and Vietnamese students’ willingness to communicate orally in EFL classrooms. The data was collected from 176 non-English major tertiary students learning in a public university in Ho Chi Minh City by facilitating the Willingness to communicate Scale and Foreign Language Anxiety Scale. The study’s results analyzed in a quantitative descriptive approach indicated that communication apprehension was the most common type of anxiety experienced by the students in the English learning process. The study found that language anxiety negatively correlated with willingness to speak. It means the students were more anxious, they could not engage in the in-class communicative activities, which might affect their academic performance. The present paper hopes to provide educators and school managers who might encourage students’ readiness to join speaking activities in Vietnamese EFL classrooms with a comprehensive understanding of the influence of foreign language anxiety on students’ willingness to communicate.
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Thom, Sy Thi. "Investigation of Season Metaphors from the Perspective of Cognition: Season as Space." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.18.
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The study aims to identify metaphors of SEASON in English and Vietnamese song lyrics in the light of cognitive linguistics. To be specific, the study follows the theory of conceptual metaphors which was initiated by Lakoff and Johnson (1980). Within the scope of the paper, the entity SEASON is treated as a target domain which is conceptualized through the source domain SPACE, which is examined via the corpora built from English and Vietnamese song lyrics composed the duration of the 20th century onward. By employing descriptive and comparative methods, and adopting the procedure of conceptual metaphor identification (Steen, 2011), the results show that English and Vietnamese share 2 conceptual metaphors of SEASON, namely, location and path. Accordingly, this study functions as an attempt to contribute to the area of metaphor research in cognitive perspective in Vietnam.
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FENG, LING. "A CORPUS-BASED STUDY OF DIMINISHERS IN CHINESE EFL LEARNERS' WRITINGS." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35664.
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This paper investigates the use of diminishers in Chinese EFL learners' written English (CLEC) and compares it with that in an English native speakers' written corpus (LOCNESS) through both quantitative and qualitative analysis. The corpus-based study reveals: (a) that there are similarities and differences in the frequency and pattern of usage of diminishers between Chinese EFL learners and English native speakers; (b) that the misuse, the overuse of some and underuse of other diminishers or patterns of diminishers indicate that Chinese learners have a different collocational range which could be affected by factors like mother tongue interference and the understanding of sematic prosody. Pedagogical implications of the study are also discussed to shed light on teaching English vocabulary and writing.LING FENG
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Boothe, Diane. "LITERACY, LANGUAGE AND LINGUISTICS: STRUCTURING ENGLISH TEACHING PROGRAMS IN RURAL COMMUNITIES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end104.
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"This study will examine English learning environments and methods in rural settings in Europe and the United States, assessing their contributions to language learning, both written and spoken. This is a pilot project and will evolve into a rigorous comprehensive study suitable for publication as a chapter and part of an edited volume. This study will compare and contrast educational systems, including two different styles of English education structured in a comparative analysis using five focal areas. These focal areas include the definition and structure of rural education, English language learning modalities, linguistic environment, academic leadership, educational outcomes and indicators of success. For the purpose of this paper, the definition and structure of rural education and English language learning modalities will be addressed. The opportunity to investigate the experiences of teachers who are active in rural communities and focus on the multidimensional aspects of the education of multilingual learners will provide valuable information that will contribute to expert teaching and learning. Embracing English language learning, new technologies, and initiating change through proactive educational strategies including a paradigm shift to incorporate a translanguaging pedagogy for emergent English speakers will lead to relevant and purposeful accomplishments in rural school settings."
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Ngo Thi, Thanh Quy, and Hong Minh Nguyen Thi. "Vietnamese Proverbs From a Cultural Perspective." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-6.
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Proverbs are important data depicting the traditional culture of each nation. Vietnamese proverbs, dated thousands of years ago, are an immense valuable treasure of experience which the Vietnamese people desire to pass to the younger generations. This paper aims to explore the unique and diversified world of intelligence and spirits of the Vietnamese through a condensed and special literary genre, as well as a traditional value of the nation (Nguyen Xuan Kinh 2013, Tran Ngoc Them 1996, Le Chi Que and Ngo Thi Thanh Quy 2014). Through an interdisciplinary approach, from an anthropological point of view, approaching proverbs we will open up a vast treasure of knowledge and culture of all Vietnamese generations. The study has examined over 16,000 Vietnamese proverbs and analysed three groups expressing Vietnamese people’s behaviors toward nature, society and their selves, and compared them with English and Japanese proverbs. The research has attempted to explore the beauty of Vietnamese language, cultural values and the souls and personalities of Vietnam. Approaching Vietnamese proverbs under the interdisciplinary perspective of language, culture and literature is a new research direction in the field of Social Sciences and Humanity in Vietnam. From these viewpoints, it is seen that proverbs have remarkably contributed to the language and culture of Vietnam as well as and constructed to the practice of language use in everyday life which is imaginary, meaningful and effective in communication. Furthermore, the study seeks to inspire the Vietnamese youth’s pride in national identity and to encourage their preservation and promotion for traditional values of the nation in the context of integration and globalisation. In the meantime, it would be favourable to introduce and market the beauty of Vietnamese language, culture and people to the world, encouraging the speakers of other languages to study, explore and understand Vietnam.
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Shubani, Maletsatsi, and Lydia Mavuru. "ENGLISH SECOND LANGUAGE LEARNERS’ CHALLENGES IN COMPREHENDING PHYSICAL SCIENCES CONCEPTS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end073.
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"Physical Sciences is a complex subject with many abstract concepts. This complexity is magnified by the learners’ lack of the linguistic capacity to comprehend the concepts and engage actively in the teaching and learning process. Previous studies have alluded to the fact that science is a language on its own, which therefore makes it even more difficult for learners whose home language is different from the medium of learning and teaching. Previous research indicated that learners who are English second language speakers perform poorly in Physical Sciences because the majority of learners particularly from townships and rural areas are only exposed to English in the classroom, and once they get out of the classroom, they start communicating in their home languages. It is against this background that the current study sought to determine challenges English second language speakers face in comprehending Physical Sciences concepts. In a quantitative and qualitative methodology, five grade 12 Physical Sciences teachers and 51 learners in their Physical Sciences classrooms were randomly selected from public schools in Johannesburg. To establish English second language learners’ challenges in comprehending Physical Sciences concepts, a questionnaire was administered to the selected learners. The teachers were interviewed using a structured interview schedule to explore how they assisted English second language learners to overcome language challenges when learning Physical Sciences. Quantitative data was analysed and descriptive statistics were obtained and a regression analysis was done to find the correlation between these learners’ marks in the subject English First Additional Language and their Physical Sciences marks. Qualitative data from teachers’ interviews were analysed using content analysis. Findings from the learner questionnaire showed that 78% of the learners indicated that language plays an important role in them understanding high school Physical Sciences concepts and as such they failed to meaningfully understand the Physical Sciences terminologies and jargon used for each specific topic. They also indicated that they perform badly in Physical Sciences assessments as they struggle to engage in meaningful classroom discussions due to their poor proficiency in English, the medium of instruction. The analysis showed a positive correlation between learners marks in English as a subject and their Physical Sciences marks. Amongst others teachers indicated that they mostly used code switching as a strategy to assist learners understand concepts. The findings have implications on South African education policy makers to consider the use of home languages in teaching and learning."