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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).
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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.
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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.
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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.
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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.
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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.
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Schweinberger, Martin. "How Learner Corpus Research can inform language learning and teaching." Australian Review of Applied Linguistics 43, no. 2 (July 3, 2020): 196–218. http://dx.doi.org/10.1075/aral.00032.sch.
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Abstract This study aims to exemplify how language teaching can benefit from learner corpus research (LCR). To this end, this study determines how L1 and L2 English speakers with diverse L1 backgrounds differ with respect to adjective amplification, based on the International Corpus of Learner English (ICLE) and the Louvain Corpus of Native English Essays (LOCNESS). The study confirms trends reported in previous research, in that L1 speakers amplify adjectives more frequently than L2 English speakers. In addition, the analysis shows that L1 and L2 English speakers differ substantially with respect to the collocational profiles of specific amplifier types and with respect to awareness of genre-specific constraints on amplifier use, and that even advanced L2 speakers tend to be unaware of stylistic constraints on adjective amplification because they model their academic output based on patterns generalized from informal conversation. These findings are useful for language teaching in that the data can be used to target L1-specific difficulties experienced by L2 English speakers.
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DANG, NHON. "Interference Errors in Numerical Expression by Vietnamese EFL Speakers." Advances in Social Sciences Research Journal 8, no. 10 (November 4, 2021): 438–56. http://dx.doi.org/10.14738/assrj.810.11121.
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This paper aims to investigate numerical expression by Vietnamese speakers of English as a foreign language (EFL). The study identifies and explains the causes of interference errors in expressing number of nouns. A descriptive-cognitive research design was conducted error-oriented investigation of 62 high-school students and 30 employees working in English-speaking companies participating in writing a 45-minute essay for numerical errors from the essays collected. The findings revealed that Vietnamese EFL speakers had difficulty in expressing the number of the entities represented by the nouns due to differences in means and manner of numerical expression in English whose sentences are numerically compulsory and grammatically relevant as opposed to those in Vietnamese whose numerical category is grammatically unimportant, but lexically relevant, and seen with number-neutral nouns or general numbers. Errors also occurred as Vietnamese EFL speakers failed to acquire the count-uncount distinction due in part to differences in perceptualizing the numerical meaning of the entities represented by nouns, ascribing the countability wrong and keeping the same property of countable/uncountable nouns despite having referred to different referents. The paper ended with some pedagogical implications to help Vietnamese EFL speakers improve numerical errors when using English.
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Damnet, Anamai, and Helen Borland. "Acquiring Nonverbal Competence in English Language Contexts." Culture, Contexts, and Communication in Multicultural Australia and New Zealand 17, no. 1 (February 27, 2007): 127–48. http://dx.doi.org/10.1075/japc.17.1.08dam.
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In the Asia Pacific region acquiring communicative competence in intercultural interactions in English is an increasingly important goal for adult English language learners. One aspect of communicative competence that has been little researched to date is competence in interpreting the nonverbal channels of communication that accompany speakers’ verbal messages. For Thai learners of English the differences between Thai and English native speakers in many features of nonverbal communicative behaviour can lead to misunderstanding and miscommunication. In this study the understanding of English native speakers’ nonverbal communication and attitudes to such communication is investigated with a group (n = 73) of Thai university students. Using experimental classroom-based research the effectiveness of two teaching approaches using American and Australian films have been evaluated. One of these approaches involves explicit teaching about nonverbal communication used by English native speakers, whereas the other approach does not teach about nonverbal communication, but exposes the students to nonverbal codes whilst explicitly teaching the linguistic features of interactions in the chosen films. Results of pre and post teaching intervention assessments support the importance of explicit teaching for Thai background English learners’ enhanced appreciation of the nonverbal communication of English native speakers.
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Nguyen, Thong Vi. "Optimality Theory in ESL Phonology: A Practice of Final Consonant Clusters from Vietnamese L1 Speakers." International Journal of Language Teaching and Education 3, no. 1 (July 24, 2019): 20–27. http://dx.doi.org/10.22437/ijolte.v3i1.6178.
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The present study aims to adopt the Optimality Theory to investigate the strategies of pronouncing the final consonant clusters in English by a group of Vietnamese L1 speakers. Vietnamese is a language without the final consonant clusters; therefore, Vietnamese ESL learners tend to have different strategies to pronounce those. Seven Vietnamese graduate students were employed to record their word-list out-loud reading. Each of the consonants occurring in their pronunciation production was considered as one token to be analyzed. The result shows that Vietnamese ESL learners employ five different strategies to generate the final consonant clusters. After that, by adopting the Optimality Theory, this study provides both faithfulness constraints and markedness constraints for each strategy with the attempt to generalize the cases of the final consonant pronunciation of Vietnamese speakers. This study is significant for ESL teachers to understand how the Vietnamese language affects the ESL learners’ final sound pronunciation
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Orakbayevna, Kaipbergenova Dilbar, MirzakulovIlxom Normuminovich, and Maxmudova Zulfiya Muxiddinovna. "English language teaching methodology for non-native speakers." Linguistics and Culture Review 5, S3 (December 15, 2021): 1721–25. http://dx.doi.org/10.21744/lingcure.v5ns3.1991.
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Main aim of the study was focused on the non-native English speakers and the difficulties they face while learning English as a second language (ESL) and the part of teachers. It is generally felt that the English language plays a vital role in the job market so it is mandatory to learn the language. when the students enroll for the courses to develop the language most of the time, they do not succeed because of various reasons like affecting teaching, lack of motivation, lack of practice sessions, poor training modules, etc. The method of relying on physical actions (Total physical response - TPR)developed by psychologist Jit is based on structural linguistics, behaviorism, and the humanistic direction in teaching, as well as on the position of psychology on the coordination of speech and physical actions that accompany it. The method develops the ideas of the natural method. Its essence lies in the fact that when teaching a foreign language, it is necessary to simulate the process of mastering children's native language, which is assimilated in parallel with the performance of appropriate physical actions. The perception of structures is facilitated if it is accompanied by actions performed by the teacher and students.
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Gashaw, Anegagregn. "Rhythm in Ethiopian English: Implications for the Teaching of English Prosody." International Journal of Education and Literacy Studies 5, no. 1 (January 31, 2017): 13. http://dx.doi.org/10.7575/aiac.ijels.v.5n.1p.13.
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In order to verify that English speeches produced by Ethiopian speakers fall under syllable-timed or stress-timed rhythm, the study tried to examine the nature of stress and rhythm in the pronunciation of Ethiopian speakers of English by focusing on one language group speaking Amharic as a native language. Using acoustic analysis of the speeches recorded from four Amharic speaking learners and two Canadian native speakers of English, comparison was made between pitch contours and length of speeches between speech samples of Amharic speakers with native speakers who are used in this study as a point of reference. The result of acoustic analysis showed that Amharic native samples displayed actual peaks on almost all words, taking longer time of articulation. It can be said that acoustic measures the study used for prosodic assessment of Ethiopian English exemplified the most occurring production tendencies of pronunciation that learners should give attention to. English pronunciation teaching to Ethiopians should involve the practice of stressing, un-stressing and rhythm to help learners improve their pronunciation from the influence of the syllable-timed rhythm of their mother tongue.
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Helms-Park, Rena. "EVIDENCE OF LEXICAL TRANSFER IN LEARNER SYNTAX." Studies in Second Language Acquisition 23, no. 1 (March 2001): 71–102. http://dx.doi.org/10.1017/s0272263101001036.
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This article reports the findings of a study in which transfer of verb properties was investigated via syntactic data elicited from second language (L2) learners. It was hypothesized that a learner's first language (L1) would influence the acquisition of verbs in those L2 semantic classes where so-called L1-L2 translation equivalents could be found. To investigate lexical transfer, the performance of Hindi-Urdu speakers on tests of English causatives was compared with that of Vietnamese speakers, because there are significant differences between causativization patterns in Hindi-Urdu and Vietnamese. To account for proficiency-based variation in performance, learners were placed in one of three levels of lexical proficiency in English, and Mann-Whitney comparisons were made between Hindi-Urdu and Vietnamese speakers at corresponding proficiency levels. It was found that the performance of the Hindi-Urdu and Vietnamese groups differed significantly in several semantic contexts. Generally, the results suggest that there is some transfer of semantic information from the L1 verb lexicon to the emerging L2 verb lexicon. More specifically, the findings suggest that verb properties are transferred selectively and that transfer plays a role in the difficulty or ease involved in the shedding of overgeneralized lexical rules.
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Phan, Nga Thi Tuyet, and Terry Locke. "Vietnamese teachers’ self-efficacy in teaching English as a Foreign Language." English Teaching: Practice & Critique 15, no. 1 (May 3, 2016): 105–28. http://dx.doi.org/10.1108/etpc-04-2015-0033.
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Purpose The purpose of this paper is to explore the influence of culture on the sense of self-efficacy in teaching English as a Foreign Language of a group of university teachers in Vietnam. Research exploring the relationship between culture and self-efficacy is extremely rare despite the acknowledged importance of culture in the formation of self-efficacy beliefs. Design/methodology/approach This study took the form of qualitative research with diverse, data collection instruments: individual interviews, focus group discussions, observations and journaling. Findings Findings indicate that certain features of the Vietnamese cultural context impacted on the way the study teachers constructed their sense of self-efficacy. Specifically, under the influence of a Vietnamese sense of belonging, the study teachers tended to rely more on efficacy-building information from other people rather than from themselves. The perception of inequality in power may have heightened negative emotional arousal, thus contributing to a negative sense of self-efficacy among the teachers. The Vietnamese concept of face and the high status of teachers in the social hierarchy in part mediated teachers’ sense of self-efficacy. Social implications The perceived burden of performing both parenting and teaching roles and responsibilities may have diminished the self-efficacy in teaching of female teachers. Originality/value The contribution and implications of the study are discussed.
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Van, Vu Thi Hong. "An investigation into English language use in the Vietnamese hospitality industry: The language of money exchange." SOCIAL SCIENCES 8, no. 2 (June 2, 2020): 14–22. http://dx.doi.org/10.46223/hcmcoujs.soci.en.8.2.279.2018.
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Within the tourism and hospitality industry in Vietnam, English is now a dominant means of communication between staff and guests who come from different countries. The ability to communicate effectively in English is therefore an important attribute for those employed within the industry. Courses in English for Specific Purposes (ESP), such as English for Tourism and Hotel (English for Tourism Management/English for Hotel Management), are now part of English language programmes in Vietnamese educational institutions. These courses emphasise the importance of developing high-level English language communication skills for students. However, the teaching of these courses has mainly been conducted in the classroom environment, using textbooks which are written and published outside Vietnam. Given that recent research has focused on the need to teach language as it is used in authentic contexts, it is important for the teaching of ESP to understand how English is used in a real-life setting in the Vietnamese tourism and hospitality sector.
This paper reports on the findings from a study which obtained and analysed hundreds of examples of authentic English language used by guests and staff in four different hotels in Vietnam. For illustrative purposes, the paper focuses on the language of interactions related to currency exchange, and examines the implications of the study findings for the teaching of ESP in Vietnam.
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Tran, Thi Minh Phuong, and Phuong Dzung Pho. "A Case Study of How Visually Impaired Learners Acquire Language." Ethical Lingua: Journal of Language Teaching and Literature 7, no. 1 (March 26, 2020): 1–10. http://dx.doi.org/10.30605/25409190.97.
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The field of second language acquisition has grown enormously in the past decades. Many studies have been done on how learners acquire English as a second language; however, research on how visually impaired learners acquire English as a second or foreign language has been relatively scarce. It is even more difficult to find such studies in Vietnam. Based mainly on in-depth interviews with two visually impaired Vietnamese adults who have been successful in acquiring English, the present study seeks to answer two main questions: (1) How Vietnamese visually impaired learners acquire English as a second language; (2) What difficulties they have in learning English, and how they overcome their difficulties. The findings of the present study can contribute to the theory of second language acquisition and language teaching. The study can also provide strategies for practicing and learning a language not only for visually impaired learners but also for second language learners in general.
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Suroso, Rasyid Fahmi. "INDONESIAN ENGLISH LECTURERS’ VIEWS ON WORLD ENGLISHES IN ENGLISH LANGUAGE TEACHING: A QUALITATIVE INQUIRY." ETERNAL (English Teaching Journal) 13, no. 1 (March 20, 2022): 128–40. http://dx.doi.org/10.26877/eternal.v13i1.10804.
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This study investigates English lecturers’ view on World Englishes in English Language Teaching (ELT). For this purpose, three English lecturers from a private university in Sleman were interviewed. The results revealed the divergence in acknowledging and applying World Englishes (ie. Non-native varieties of English) in the classroom. The finding of this study showed five major themes: (a) English as a communication tool, (b) Experience in communicating with native speakers (and/or non-native speakers), (c) The uniqueness of the use of World Englishes, (d) English teaching method applied by lecturers, (e) World Englishes, Global Englishes, and other relevant aspects to discuss.
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Сабитова, Регина Рифкатовна, and Луиза Кирамовна Гатауллина. "RUSSIAN VOCALISM AT VIETNAMESE SPEAKERS: FORMATION OF PRONUNCIATION SKILLS." Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, no. 2(107) (July 30, 2020): 80–87. http://dx.doi.org/10.37972/chgpu.2020.107.2.011.
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В работе рассматриваются результаты использования в учебном процессе разработанного и первично апробированного авторами обучающего материала, а также связанных с ним приемов обучения носителей вьетнамского языка русскому как иностранному. Анализ опыта работы по формированию звукопроизношения с опорой на нормативный артикуляционный уклад гласных звуков русского языка позволил не только дать детализированное описание нарушений звукопроизношения в русской речи вьетнамских учащихся, но и уточнить ряд его характеристик. Так, особенности воспроизведения гласных звуков русского языка обусловлены межъязыковой интерференцией, а именно влиянием особенностей вьетнамского вокализма, вьетнамской фонотактики и структурно-функциональных характеристик вьетнамского слога. Изучение особенностей произношения, отражающих звуковой строй родного языка и непосредственно влияющих на освоение русского языка иностранцами, имеет важное практическое значение: оно позволяет преподавателям русского языка как иностранного предвидеть типичные затруднения студентов иностранцев и скорректировать программу обучения. Проведенный эксперимент выявил положительную динамику процесса обучения, продемонстрировав соответствие результатов обучения запланированным на всех этапах ее освоения, высокий уровень развития речевых умений и способности эффективно использовать полученные навыки. The paper considers the results of employing new drill material developed and initially tested by the authors as well as related techniques in the process of teaching Russian as a Foreign Language to Vietnamese speakers. The undertaken pronunciation training analysis based on standard articulatory structure of Russian vowels contributed to a detailed description of pronunciation faults and to identification of a number of its characteristics. Thus, the peculiarities of pronunciation of Russian vowels are conditioned by interlingual interference, i.e. Vietnamese language vocalism, phonotactics and syllable structure and functioning. The study of pronunciation peculiarities manifesting the sound system of Vietnamese language and directly influencing the study of the Russian language demonstrates the significance of practical application as it allows a teacher of Russian as a Foreign Language to predict typical pronunciation mistakes and to customize a training programme. The conducted experiment revealed positive dynamics of the learning process, demonstrating the conformance of learning outcomes with the planned ones at all teaching stages as well as a high level of development of speech skills and the ability to employ the acquired skills.
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Kumar, Tribhuwan, Sayama Malabar, Ahmed Benyo, and Bakhrul Khair Amal. "Analyzing multimedia tools and language teaching." Linguistics and Culture Review 5, S1 (August 6, 2021): 331–41. http://dx.doi.org/10.21744/lingcure.v5ns1.1400.
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This study analyzes the use of multimedia tools to teach English in non-English speaking nations and highlights the issues that teachers and English students confront. A better instrument for the exploration of a novel teaching approach has been the increasingly growing scientific tools and techniques such as multimedia technology. Multimedia technology, in particular, in non-native language contexts, plays an essential role in English language education. It also intends to raise awareness of the strategies to effectively deploy non-mutual English speakers as language teachers. The study presents a detailed analysis of the role of multimedia tools and technology. Advantages and disadvantages of multimedia tools and technology are described at length, recommendations are made and conclusion is drawn. It is believed that the use of multimedia technology can ensure effective language teaching and enhance learners’ linguistic abilities.
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Abbasi, Abdul Malik, Masood Akhter Memon, Mansoor Ahmed Channa, and Stephen John. "Awareness of L2 American English Word Stress: Implications for Teaching Speakers of Indo-Aryan Languages." International Journal of English Linguistics 8, no. 3 (February 5, 2018): 101. http://dx.doi.org/10.5539/ijel.v8n3p101.
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This study aims to investigate the word stress placement in English and Sindhi words in learners from Indo-Aryan language and American English backgrounds. Since correct placement of word stress is key for L2 English intelligibility, and it is known that native language background affects English language learners’ word stress perception and production. The study explores English language learners’ intuition through behavioral data from the native speakers of Sindhi and American native speakers to compare their awareness of word stress in L1 and L2. It further investigates learner’s stress patterns by measuring their reports of word stress location in their Sindhi and in their L2 English. There were twenty native speakers (10 from Sindh, Pakistan-10 from Illinois State, America) who were recruited from the location in their countries. Results of three experiments show that Sindhi native speakers have less awareness of stress location in their native language than native English controls, and this effect carries into their L2 English. Teachers of Sindhi-speaking students should be prepared to provide explicit training on word stress.
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Mai, Le Xuan, and Le Thanh Thao. "English Language Teaching Educational Change: A Retrospective Analysis of Teacher Professional Development." ELE Reviews: English Language Education Reviews 2, no. 2 (November 30, 2022): 74–95. http://dx.doi.org/10.22515/elereviews.v2i2.5271.
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The importance of English has demanded the introduction of English language teaching (ELT) educational reforms (ERs) in the Vietnamese context. However, the results of these reforms did not satisfy Vietnamese educators; as a result, many studies have explored the related issues, but almost none of them emphasized English as a foreign language (EFL) teachers’ perceptions of the necessities of the reforms. Accordingly, this current study was conducted to fill in the aforementioned gap. Driven by that emphasis, this qualitative study used semi-structured interviews as a data-collecting instrument. Regarding the studied sampling, six EFL high school teachers from Southwest Vietnam were recruited as the interviewees. According to the findings of the present study, teachers in Vietnam strongly perceived the need for ELT ERs. Besides, the reforms were fundamental to help catch up with the era of globalization. At the conclusion of the paper, some discussions focusing primarily on teacher training issues and educational implications, as well as suggestions for future research, were presented.
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Lien, Tran Bao, and Chau Thi Hoang Hoa. "Vietnamese high school EFL teachers’ perceptions of teaching cultural contents during the Covid-19 pandemic: A case study at Tra Vinh City." HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - SOCIAL SCIENCES 12, no. 2 (October 18, 2022): 118–34. http://dx.doi.org/10.46223/hcmcoujs.soci.en.12.2.2291.2022.
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In the field of foreign language education, cultural knowledge is as important as language skills. To date, little research explores how Vietnamese EFL (English as a foreign language) teachers perceive cultural teaching during the Covid-19 pandemic. To fill such gaps in the literature, this study was conducted on 64 EFL high school teachers in Tra Vinh Province with a questionnaire and 06 participants with an in-depth interview to explore their perceptions of cultural teaching during the Covid-19 pandemic, especially when there is a reduction in the contents of the new curriculum. This article applied the framework of Intercultural Communicative Competence (ICC) adapted from Byram, Gribkova, and Starkey (2002) and the Cultural Iceberg framework to analyze Vietnamese EFL high school teachers’ strategies in teaching cultural content. The findings revealed that teachers still have a positive view of the role of cultural teaching, and they still teach cultural knowledge despite the reduction of contents in English textbooks. Effective strategies applied when teaching online were also revealed.
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Lovrović, Leonarda, and Cathy-Theresa Kolega. "Teaching Culture through Reading Literature in English Language Teaching." ELOPE: English Language Overseas Perspectives and Enquiries 18, no. 2 (December 29, 2021): 185–203. http://dx.doi.org/10.4312/elope.18.2.185-203.
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English as a lingua franca (ELF) has become a standardized mode of communication between diverse sociocultural groups. Besides linguistic competence, English language learners should possess adequate intercultural competence to establish successful social relations worldwide. Therefore, one of the main objectives of English language teaching (ELT) has become the development of intercultural speakers (Byram 1997; Kramsch 1998). One way of achieving this is by using literature in the classroom because learners interpret literary texts from their personal experience and are thus engaged both at a cognitive and an emotional level. Their individual interpretations can nevertheless also lead to generalizations and enforcement of stereotypes about foreign cultures. Hanauer (2001) has developed a method called focus-on-cultural understanding to expose learners to different interpretations. The study explores whether his method can be successfully applied in the context of Croatian university education. The method has proven to be effective for raising learners’ cultural awareness, which could lead to further development of their intercultural competence.
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KEMPLER, DANIEL, EVELYN L. TENG, MALCOLM DICK, I. MARIBEL TAUSSIG, and DEBORAH S. DAVIS. "The effects of age, education, and ethnicity on verbal fluency." Journal of the International Neuropsychological Society 4, no. 6 (November 1998): 531–38. http://dx.doi.org/10.1017/s1355617798466013.
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A group of 317 healthy participants between 54 and 99 years of age performed a verbal fluency task. The participants included Chinese, Hispanic, and Vietnamese immigrants, as well as White and African American English speakers. They were given 1 min to name as many animals as possible in their native language. The results showed that more animal names were produced by younger people and those with more education. Language background was also an important factor: The Vietnamese produced the most animal names and the Spanish speakers produced the fewest. The exaggerated difference between these two groups is attributed to the fact that Vietnamese animal names are short (predominantly 1 syllable) while the Spanish animal names are longer than any other language in this study (2 and 3 syllables per word). Finally, although the ethnic groups named different animals, and appeared to vary in the variety of animal names they used, these factors did not affect overall verbal fluency performance. (JINS, 1998, 4, 531–538.)
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Nascimento, Gabriel. "Racism in English Language Teaching? Autobiographical Narratives of Black English Language Teachers in Brazil." Revista Brasileira de Linguística Aplicada 19, no. 4 (December 2019): 959–84. http://dx.doi.org/10.1590/1984-6398201914813.
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ABSTRACT A hundred thirty years after the abolition of slavery and post-slave trade in Brazil, Black people remain the minority amongst teachers in English courses of private and public schools. This situation is tagged in their professional situation insofar as an aftermath of racism and coloniality are concerned, as I shall argue here. In this study, I seek to examine the ways race can be negatively or positively expanded in the performance of the identities of Black English language teachers, framing themselves as either resistant identities in/through language (using the language as a strategy to resist) or resistant identities to language (negating themselves as capable speakers or teachers).
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Uskova, Olga, and Le Linh. "National Stereotypes of Communicative Behavior in Virtual Business Communication." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 4 (December 2020): 133–44. http://dx.doi.org/10.15688/jvolsu2.2020.4.12.
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The article is devoted to cross-cultural issues of virtual business communication. The urgency of this research is in finding out the causes of failures in virtual business communication between Russian and Vietnamese business partners. In the aspect of intercultural communication, national stereotypes of communicative behavior (hereinafter NSCB) that impede the effective business communication of Russian and Vietnamese speakers have been identified. In the aspect of virtual communication, based on linguistic and cultural analysis, the specifics of electronic business letters in Russian, English and Vietnamese is revealed. The results of the study indicated the following reasons of failures in virtual intercultural business communication: lack of direct interactions between business partners – speakers of different languages; representation of communicative intentions in written form; peculiarities in NSCBs, reflected in the national language; cultural differences in NSCBs of business partners; each language has its own means of verbalizing the communicative intentions associated with the NSCBs of the native speaker of that language. The study resulted in distinguishing the types of speech and etiquette violation in virtual business communication between Russian and Vietnamese partners, which might help in lessening communicative misunderstanding and achieving extra-linguistic goals of communication.
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Elyas, Tariq, and Noor Motlaq Alghofaili. "NATIVE ENGLISH SPEAKERS VERSUS NON-NATIVE ENGLISH SPEAKERS: THE IMPACT OF LANGUAGE TEACHERS ON EFL LEARNER'S ENGLISH PROFICIENCY." English Review: Journal of English Education 7, no. 2 (June 2, 2019): 27. http://dx.doi.org/10.25134/erjee.v7i2.1773.
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In the field of TESOL, the perception that Native English Speaking Teachers (NESTs) are better than Non-Native English Speaking Teachers (NNESTs) has influenced language schools, recruitment policies and institutional leadership practices. The tendency to recruit more NESTs and achieve improved learning outcomes can be seen in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts. This paper aims to investigate whether NESTs or NNESTs have any impact on the EFL learners� language proficiency in Saudi EFL context. This quantitative study adopts pretest-posttest experimental and ex post facto designs to determine students� achievement in two language skills, namely speaking and listening. The two groups of participants are EFL students in a foundation year program at a Saudi Arabian University. One group was taught by a NEST and the other by a NNEST. The quantitative data were analyzed by using SPSS. The findings indicated that teachers� nativeness and backgrounds have no significant effects on the Saudi EFL learners� speaking and listening skills. Here, Saudi EFL learners can equally perform in classes taught by NESTs or NNESTs. In the light of the findings, the study suggests that recruitment policy should not be influenced by the employers� belief that NESTs possess better teaching skills than NNESTs.��
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Hà Tú Anh and Cristina A. Huertas-Abril. "Teachers’ Perspectives of Bilingual Education in Primary Schools in Vietnam: A Qualitative Study." English as a Foreign Language International Journal 2, no. 2 (February 17, 2022): 30–50. http://dx.doi.org/10.56498/195222022.
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English has become an essential language in Vietnam, and innovation in English teaching and learning has received considerable attention in recent years. Recognizing the importance of foreign languages, the Vietnamese Ministry of Education and Training has recently developed the National Foreign Languages Project 2020 and, according to this project, bilingual education is encouraged to implement in high schools, but little attention has been paid to primary schools. In this qualitative study, semi-structured interviews have been conducted to explore Vietnamese primary teachers’ perceptions of bilingual education. According to the participants’ responses, ultimately collected in a SWOT matrix, bilingual education in Vietnam is considered to be more student-centered, creative and practical than the official system, and prepares students with language and knowledge to be global citizens. Nevertheless, there is certain concern over the negative linguistic impacts of English on Vietnamese, as it may have a negative impact on the national language. Finally, in terms of research, the findings of this paper suggest that further research is needed regarding the impact of L2 on L1 in the perspective of Vietnamese primary teachers in bilingual programs, including the L1 loss phenomenon and the L2 writing style in L1 literacy.
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Trang, Vo Thi Quynh. "Comparing the Order of Multi-Layered Modifiers in English, Chinese and Vietnamese in Language Teaching." Journal of English Language Teaching and Applied Linguistics 3, no. 6 (June 8, 2021): 66–71. http://dx.doi.org/10.32996/jeltal.2021.3.6.9.
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From the cross-linguistic perspective and cognitive linguistic theory, this study has analysed the rules of multi-layered modifiers in English, Chinese, and Vietnamese, pointing out their common points and differences. Although all three languages belong to the SVO (subject-verb-object) type but modifiers in English and Chinese are in front of the core words, which shows that English and Chinese belong to the language in the left branch, but modifiers in Vietnamese, they are behind the core words which shows that Vietnamese belongs to the right branch. All the three languages have one thing in common, whether they are on the left or on the right branch, in which modifiers have the closest relationship with the core words that will stand nearest to them. Other modifiers that have a non-intimate relationship with the core words will stand further away from them. Thus, mastering this feature of the three types of languages will help in language teaching and learning.
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Quoc, Trinh, and Le Thanh. "English as a Foreign Language High School Teachers’ Expectations of Continuing Professional Development Activities." European Journal of English Language Studies 1, no. 1 (December 15, 2021): 25–35. http://dx.doi.org/10.12973/ejels.1.1.25.
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<p style="text-align: justify;">This paper investigated (1) English as a Foreign Language (EFL) teachers’ expectations of Continuing Professional Development (CPD) activities in a Vietnamese context, and (2) factors related to teacher demographics affecting their expectations of CPD activities. The study followed a mixed-methods approach, using a questionnaire to collect quantitative data from 224 Vietnamese EFL teachers, and individual semi-structured interviews to collect qualitative data from six teachers. The results revealed that among five domains in light of the Vietnamese English Teacher Competence Framework, including subject knowledge, pedagogical knowledge, learner knowledge, professional attitudes and values, and knowledge of teaching practice and context, the participants desired to learn about pedagogical knowledge the most (M=4.14). The study also indicated that factors related to age, teaching experience, and field of study at undergraduate level differentiated the teachers’ expectations of CPD activities. Basically, the younger and less experienced teachers desired to participate in the CPD activities more than their counterparts. Moreover, the teachers with degree in teaching EFL expressed their eagerness and willingness to participate in the CPD events more than those holding a degree in English Linguistics and Literature. This paper also suggested recommendations for further studies in the field of CPD.</p>
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Waterworth, Peter. "Teaching English in ASEAN: The voices of English teachers in ASEAN nations." Indonesian Journal of Applied Linguistics 5, no. 2 (January 30, 2016): 154. http://dx.doi.org/10.17509/ijal.v5i2.1340.
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The effective teaching of the English language is regarded as an essential element in the creation of a culturally vibrant, economically sound and socially stable ASEAN community. The ASEAN region is populated by a culturally diverse collection of peoples with very different and complex linguistic histories, some of which included a strong English component. This paper examines the opinions and understandings of teachers of English in eight of the ten ASEAN nations. It arose out of a research study of English teaching in ASEAN being conducted jointly by Universitas Pendidikan Indonesia and CfBT Brunei. Although the teachers differed in their levels of competence in English and in their experience of local, national and international culture, they shared a remarkably similar story in attempting to provide the best instruction they possibly could to their students. As non-native speakers of English, they shared the responsibility of representing not only the English language but also the culture of first language English speakers to their non-native speaking students. The conflicts and tensions of their roles were identified and examined. The study concluded that teachers need support in their intercultural role as well as in their pedagogical responsibilities. Teachers reported that their students had little knowledge or appreciation of the ASEAN community or of the importance of their own capacity to speak English in it.
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Nguyen, Thi Thuy Minh, and Gia Anh Le Ho. "Requests and politeness in Vietnamese as a native language." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 23, no. 4 (December 1, 2013): 685–714. http://dx.doi.org/10.1075/prag.23.4.05ngu.
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This study examines requests in Vietnamese, a much under-researched language, with a view to expanding the range of languages under inquiry. Open role-plays in six scenarios with differing social power and perceived imposition levels were used to elicit requests from nine Vietnamese native speakers. Data were analyzed with reference to the categorization of Blum-Kulka, House and Kasper (1989) for level of directness, choice of request strategy and use of modification. The findings suggested that unlike requests in some European languages reported in the literature, requests in Vietnamese as a native language were realized predominantly by means of imperatives in equal power situations and query preparatories in low-to-high power situations, regardless of imposition levels. Requests were modified preferably by means of supportive moves such as steers and grounders, and lexical means such as address terms, honorifics, modal particles, and appealers. These findings are discussed with implications for cross-cultural communication and the teaching and learning of Vietnamese as a second language.
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Harwati, Lusia Neti. "TEACHING METHOD INVESTIGATION OF LI YANG’S CRAZY ENGLISH." BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 21, no. 2 (July 20, 2022): 202–10. http://dx.doi.org/10.21009/bahtera.212.06.
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Calls for more holistic research, especially ones that deal with English teaching and learning have increased in recent years. Through critical literature review, this study examines Li Yang’s crazy English, as a trend of English teaching in China. More specifically, it aims to discuss whether Li Yang’s crazy English is one of the “designer” methods and will produce proficient English speakers by proposing two research questions: (1) what is the nature of the “designer” methods? and (2) what specific strategies and what approach to foreign language teaching have the potential to improve learners’ communicative competence in Li Yang’s teaching method? The data have been analyzed and it is found that Li Yang’s crazy English can be categorized as one of the “designers” methods, which is, Total Physical Response (TPR) and failed to build learners’ communicative competence as the ultimate goal of foreign language teaching. The study recommends, therefore, the use of communicative approach in English teaching and learning processes to produce proficient English speakers
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Lanteigne, Betty, and Peter Crompton. "Analyzing Use of “Thanks to You”: Insights for Language Teaching and Assessment in Second and Foreign Language Contexts." Research in Language 9, no. 2 (December 30, 2011): 29–50. http://dx.doi.org/10.2478/v10015-011-0018-9.
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This investigation of thanks to you in British and American usage was precipitated by a situation at an American university, in which a native Arabic speaker said thanks to you in isolation, making his intended meaning unclear. The study analyzes use of thanks to you in the Corpus of Contemporary American English and the British National Corpus to gain insights for English language instruction /assessment in the American context, as well as English-as-a-lingua-franca contexts where the majority of speakers are not native speakers of English or are speakers of different varieties of English but where American or British English are for educational purposes the standard varieties. Analysis of the two corpora revealed three functions for thanks to you common to British and American usage: expressing gratitude, communicating “because of you” positively, and communicating “because of you” negatively (as in sarcasm). A fourth use of thanks to you, thanking journalists/guests for being on news programs/talk shows, occurred in the American corpus only. Analysis indicates that felicitous use of thanks to you for each of these meanings depends on the presence of a range of factors, both linguistic and material, in the context of utterance.
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Noor, Aila, Amna Shahid, Shehzad Ahmed, and Minaa Ahmad. "An Evaluation of Communicative Language Teaching in Pakistan: A Study of Undergraduate English Learners of Pakistan." Pakistan Journal of Humanities and Social Sciences 9, no. 3 (November 15, 2021): 259–64. http://dx.doi.org/10.52131/pjhss.2021.0903.0139.
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The research was focused on the use of a communicative method of teaching. Through the use of such an advanced approach, students are unable to be considered proficient speakers of the English language. Various factors were highlighted in this research that causes a hindrance in the success of communicative method teaching. It was also identified how this approach can have positive effects on the students that would help them become proficient speakers of the English language (Nazir, Abbas, & Naz, 2020). A 5-point Likert scale was used in the questionnaires that were filled by 100 students of only one private sector in Lahore. The results deducted the positive effects of this approach along with the reasons for its inability to produce proficient speakers and how it can be sorted out.
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Metz, Mike. "Addressing English teachers’ concerns about decentering Standard English." English Teaching: Practice & Critique 16, no. 3 (December 4, 2017): 363–74. http://dx.doi.org/10.1108/etpc-05-2017-0062.
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Purpose This paper aims to address concerns of English teachers considering opening up their classrooms to multiple varieties of English. Design/methodology/approach Drawing on the author’s experience as a teacher educator and professional developer in different regions of the USA, this narrative paper groups teachers’ concerns into general categories and offers responses to the most common questions. Findings Teachers want to know why they should make room in their classrooms for multiple Englishes; what they should teach differently; how they learn about English variation; how to balance Standardized English and other Englishes; and how these apply to English Learners and/or White speakers of Standardized English. Practical implications The study describes the author’s approach to teaching about language as a way to promote social justice and equality, the value of increasing students’ linguistic repertoires and why it is necessary to address listeners as well as speakers. As teachers attempt to adopt and adapt new approaches to teaching English language suggested in the research literature, they need to know their challenges and concerns are heard and addressed. Teacher educators working to support these teachers need ways to address teachers’ concerns. Social implications This paper emphasizes the importance of teaching mainstream, White, Standard English-speaking students about English language variation. By emphasizing the role of the listener and teaching students to hear language through an expanded language repertoire, English teachers can reduce the prejudice attached to historically stigmatized dialects of English. Originality/value This paper provides a needed perspective on how to work with teachers who express legitimate concerns about what it means to decenter Standardized English in English classrooms.
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Shakil, Anila Fatima, Rabia Abdul Karim, Salma Niazi, Mahnaz Aslam, and Shazia Chachar Khan. "CRITICAL THINKING SKILLS FOR ENGLISH LANGUAGE CLASSROOMS AT THE UNIVERSITY LEVEL." Humanities & Social Sciences Reviews 9, no. 2 (April 29, 2021): 659–65. http://dx.doi.org/10.18510/hssr.2021.9262.
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Purpose of the study: The purpose of this study was to critically analyze the effectiveness of critical thinking skills in teaching the English language at the university level to non-native speakers of English. The study further analyzed the performance measured by a test of two groups of English language learners that were independent and controlled groups.
Methodology: The study analyzed the performance measured by a test of two groups of English language learners that were independent and controlled groups. of BSII. For this purpose, an aptitude test was designed and served to sixty students grouped as group A and group B. Both groups have thirty students. According to the paradigm of the study, the independent samples t-test proved to be the most appropriate statistical test.
Main Findings: It was concluded that incorporating critical thinking skills would be able to improve English language learning among students at the tertiary level. It was recommended that teachers' training workshops should be arranged for English language teachers, so that they may enhance their knowledge about teaching critical thinking.
Applications of the study: Critical thinking skill is directly relevant to the instructional objectives and English language teaching. The purpose of this study was to critically analyze the effectiveness of critical thinking skills in teaching the English language at the university level.
Novelty/Originality of the study: Research in the field of English language learning in non-native English speakers’ countries is always rewarding.
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As Sabiq, Agus Husein. "Localized English for Ngapak Javanese Speakers as Language Instruction." ENGLISH FRANCA : Academic Journal of English Language and Education 4, no. 2 (November 13, 2020): 85. http://dx.doi.org/10.29240/ef.v4i2.1818.
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This study aimed to investigate the use of local dialect as language instruction in the English classroom and its demotivating factors for Ngapak Javanese speakers. There were four English teachers and 132 students from four schools in the Ngapak Javanese community participating in this research by semi-structured interviews and questionnaires. The findings showed that local variety influenced students’ phonological features, stressing, and intonation. The teachers were indicated having positive attitudes toward the use of local dialect of English. However, they provoked the students to use Bahasa Indonesia as their second language in switching and mixing the code in the teaching and learning process. Lack of vocabulary mastery was also one of the obstacles faced by the teachers. Teachers' perception of the most appropriate implementation of language instruction, teaching strategies, learning resources, and media may lead them to deliver the instruction properly and effectively in improving students’ proficiency. Ngapaknese English could be suggested as a pedagogical implication in the sense of Western Central Java because it is more popular, feasible and practical for students. It also has realistic values in classes, including inspiring students to practice speaking, feasible and cost-efficient.
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Nghi, Tran Tin, and Luu Quy Khuong. "A Study on Communication Breakdowns between Native and Non-native Speakers in English Speaking Classes." Journal of English Language Teaching and Applied Linguistics 3, no. 6 (June 8, 2021): 01–06. http://dx.doi.org/10.32996/jeltal.2021.3.6.1.
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English majored students have a positive influence on intercultural awareness in learning a foreign language. In their classes, they are often asked to discuss some academic matters in British cultural beliefs. Although they have a high level of proficiency in English communication, there often encountered misunderstandings between them when they interpret things or present academic matters. As a result, students cannot achieve plurilingual and pluricultural competence in the course. This paper was conducted to investigate communication problems between Vietnamese learners of English and Native teachers at HUFI. The data were collected from 28 participants who are third-year students and four different lecturers from different countries. The findings revealed that sources were mainly clustered for the following reasons: perceptual and language differences, information overload, inattention time pressures, distraction/noise emotions, complexity in organizational structure, and poor retention. The perceptual and language differences, information overload, and emotions were mainly responsible for the quality of communication. This paper can help students engage in awareness-raising activities that promote understanding in some contacts and discussions.
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Tran, Du Thanh. "Teaching assimilations to improve listening skills for Vietnamese students." Vietnam Journal of Education 4, no. 4 (December 30, 2020): 88–92. http://dx.doi.org/10.52296/vje.2020.85.
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Few would deny that at the very first stage of learning, language learners have to spend most of their time on practising listening skills in communication inside and outside class. They have to listen to others speaking, listen to themselves while talking and even implicitly while reading and writing. Listening is an important way of acquiring the language as well as picking up the structures and vocabulary. With a careful observation of the current situation of Vietnamese learners’ listening competencies and a thorough review of reference materials in English language teaching and learning, it is hoped that the study will help heighten students’ awareness of the problematic sounds that they encounter when listening to colloquial, casual and connected speech.
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Clyne, Michael, Sue Fernandez, and Felicity Grey. "Languages taken at school and languages spoken in the community – a comparative perspective." Australian Review of Applied Linguistics 27, no. 2 (January 1, 2004): 1–17. http://dx.doi.org/10.1075/aral.27.2.01cly.
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Abstract This paper compares two sets of data from the same year, 2001 – the numbers of students taking languages other than English at primary and secondary level, and census statistics for the home use of languages other than English. The data draws attention to languages that are taught principally in day schools and those taken mainly in after hours programs, and to variation between States and between education systems. While it is acknowledged that the strong presence of a language in the community is not the only reason for offering it in schools, the paper demonstrates that some important international languages are now among the major community languages and that some of them are marginal in the mainstream education systems in Australia. The presence of large numbers of speakers will facilitate the utilization of community resources in language teaching. Consideration needs to be given especially to Arabic, Vietnamese, Mandarin and Spanish, community languages with increasing numbers, the first two especially among the young.
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Ogiermann, Eva, and Spyridoula Bella. "An Interlanguage Study of Request Perspective: Evidence from German, Greek, Polish and Russian Learners of English." Contrastive Pragmatics 1, no. 2 (September 9, 2020): 180–209. http://dx.doi.org/10.1163/26660393-bja10003.
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Abstract The present study examines request perspective, the least researched form of mitigation in requesting, while focusing on a type of request characterized by a strong preference for speaker perspective in English and for hearer perspective in most other languages researched to date. It examines requests produced by 900 speakers from nine different (inter)language groups: five groups of native speakers (English, German, Greek, Polish and Russian) and four groups of advanced learners of English as a foreign language (German, Greek, Polish and Russian L1s). While our learners used more conventionally indirect forms than did the native speakers of the respective L1s, showing awareness of this English pragmatic norm, they retained a preference for the hearer perspective. These results suggest reliance on pragmatic universals as an alternative explanation to pragmatic transfer, also illustrating the need to address less salient pragmatic features in English language teaching.
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Anping, He, and Graeme Kennedy. "Successful Turn-bidding in English Conversation." International Journal of Corpus Linguistics 4, no. 1 (August 13, 1999): 1–27. http://dx.doi.org/10.1075/ijcl.4.1.02anp.
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This paper reports a study of the phenomenon of successful turn-bidding (STB) in a corpus of English conversation taken from the London-Lund Corpus of spoken English. It analyses the features of the language environment associated with turn-bidding speech acts and the linguistic devices which are used by the turn-bidders. It also examines the effect of different speech domains, different speakers' relationships, social status, and gender on the incidence of successful turn-bidding. Finally, consideration is given to the importance of successful turn-bidding strategies for the learning and teaching of English by speakers of other languages.
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Hosseininasab, Khatereh. "Rethinking Privilege in Teaching English in Japanese Higher Education." International Journal of Learning, Teaching and Educational Research 19, no. 10 (October 30, 2020): 100–114. http://dx.doi.org/10.26803/ijlter.19.10.6.
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This article addresses the issue of native-speakerism in teaching English in the context of Japanese higher education and the privilege arising from it. Previous research has shown that native speakers are often regarded as highly skilled and qualified teachers in teaching their mother tongue. This has often led to the marginalization of teachers who speak the language they teach as an additional language. In the case of Japan, however, there is doubt about the existence of such a privilege for native-speaker teachers and some studies have shown that native speakers of English do not receive preferential treatment in this context as they are often perceived as replaceable and temporary. The present study aimed to further explore this issue by focusing on the varieties of English Japanese universities expect their teachers to speak. In so doing, the study has investigated hiring policies of Japanese universities with reference to the job advertisements they post on a designated portal. The results of the qualitative thematic analysis indicated that the majority of the advertisements demanded prospective candidates to be native speakers of English, which also meant that this subgroup of teachers has a privilege in landing academic jobs by token of the variety of English they speak. The article suggests that the critical pedagogical approach of teaching English as an international language (TEIL) can mitigate such privilege by raising awareness towards the validity and appropriateness of different varieties of English spoken in the world.
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Bi, Zhou. "A Semantic Prosody Analysis on Two Synonymous Pairs in English Native Speakers’ and Chinese Learners’ Writings." English Language Teaching 12, no. 8 (July 2, 2019): 14. http://dx.doi.org/10.5539/elt.v12n8p14.
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The concept of semantic prosody has attracted great research interest in language teaching. Identifying learners’ perception of semantic prosody and collocation may be beneficial to vocabulary teaching. This study analyzes two pairs of synonyms in English writings of Chinese students and English native speakers based on the ICNALE corpus. The analysis finds that Chinese writers’ perception of semantic prosody is mostly consistent with that of native speakers. However, the use of collocation is quite different between them.
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Pham, Thai Bao Ngoc. "Language Proficiency and Knowledge in Adjective-Noun Collocations: A Case Study of Vietnamese Learners of English." Journal of Language Teaching and Research 13, no. 1 (January 2, 2022): 172–81. http://dx.doi.org/10.17507/jltr.1301.20.
Full textAbstract:
Collocational development is of great significance to second language acquisition. Among different types of collocations, adjective-noun collocations are notoriously difficult to EFL learners, but there has been limited research, especially in Vietnam, on this type of collocations in the field of teaching and learning English. To address this issue, the current study, employing the quantitative approach, investigates Vietnamese university students’ receptive and productive knowledge of adjective-noun collocations and the relationship between their language proficiency and their collocational knowledge. Results reveal that the difference between the students’ receptive and productive knowledge was more significant when they reached higher levels of English, and even those at an advanced level had great difficulties in identifying erroneous collocations and using them correctly. The number of collocational errors appeared to increase with rising proficiency. Results also indicate a close relationship between language ability and collocational knowledge, thereby emphasizing the importance of teaching collocations explicitly in English classrooms.