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1
Vujanovic, Suzan. "Young Vietnamese children's conceptions of play." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16157/1/Suzan_Vujanovic_Thesis.pdf.
Full textAbstract:
Children benefit in many ways from play. Play provides children with an excellent way to express their feelings and conceptions of the world in which they live. Play also provides a forum in which researchers can capture, understand and interpret children's voices and views.
Like many countries around the world, Vietnam is currently reforming their early childhood education curriculum to provide a play-based, child centred and outcomes focused approach to early childhood education. In order to capture children's interest and promote child initiated and directed learning, educators and policy makers need to consider how children interpret their personal play lives. This study presents data from children's programs in nine kindergartens and cultural programs in Hanoi and Ho Chi Minh City. Children's drawings and stories were collected to document young children's conceptions of play in Vietnam at the turn of the millennium. Through these 353 drawings and stories, key themes in the children's play lives were identified.
The purpose of this study is to examine children's views about play. What do they like to play? How do they define play? How are young Vietnam's children's conceptions of their play influenced by cultural attitudes and expectations? In addition, the study proposes some new play-based, child centred and outcomes focused approaches to curriculum development for Vietnamese early childhood programs.
2
Vujanovic, Suzan. "Young Vietnamese Children's Conceptions of Play." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16157/.
Full textAbstract:
Children benefit in many ways from play. Play provides children with an excellent way to express their feelings and conceptions of the world in which they live. Play also provides a forum in which researchers can capture, understand and interpret children's voices and views. Like many countries around the world, Vietnam is currently reforming their early childhood education curriculum to provide a play-based, child centred and outcomes focused approach to early childhood education. In order to capture children's interest and promote child initiated and directed learning, educators and policy makers need to consider how children interpret their personal play lives. This study presents data from children's programs in nine kindergartens and cultural programs in Hanoi and Ho Chi Minh City. Children's drawings and stories were collected to document young children's conceptions of play in Vietnam at the turn of the millennium. Through these 353 drawings and stories, key themes in the children's play lives were identified. The purpose of this study is to examine children's views about play. What do they like to play? How do they define play? How are young Vietnam's children's conceptions of their play influenced by cultural attitudes and expectations? In addition, the study proposes some new play-based, child centred and outcomes focused approaches to curriculum development for Vietnamese early childhood programs.
3
Damon, François. "Les artistes vietnamiens contemporains. Traditions et singularités de 1980 à nos jours." Thesis, Pau, 2014. http://www.theses.fr/2014PAUU1002.
Full textAbstract:
À partir d'une libéralisation de l'économie instaurée en 1986 par le Doi Moi, ce qui signifie «changer pour faire du neuf », les artistes vietnamiens ont entrepris de rénover, sous l'angle de la contemporanéité, l'expression artistique traditionnelle selon des techniques nouvelles, empruntées à l'art occidental. Profondément attachés à la culture vietnamienne et à l'artisanat traditionnel, ils ont cependant créé des œuvres témoignant à la fois de leurs héritages et de leur ouverture à l’art contemporain international, pour les présenter au Vietnam et en divers lieux du monde. Ils ont alors instauré une relation dialectique entre l’histoire et le présent, pour aborder, en affirmant leur singularité, des thématiques concernant la société, la tradition et la politique. Ainsi, à travers leur questionnement «ouvert », dans le sens qu'Umberto Eco a donné à ce terme, les artistes vietnamiens s’inscrivent aujourd’hui pleinement dans l’art actuel, ses multiples pratiques (y compris la vidéo et les installations) et ses diverses théorisationsFrom a large opening of economy introduced in 1986 by the Doi Moi, which mans « change to the new », Vietnamese artists made a reform of the traditional artistic expression in term contemporary, with new technicals borrowed from Western Art. Deeply attached to the Vietnamese culture and to traditional crafts, they created works recalling their heritage and the opening to international contemporary art, to show in Vietnam and in various places of the world. They introduced a dialectical relationship between history and the present, to discuss, stating their singular nature, themes on society, tradition and politics.Through their question “open” in the meaning that Umberto Eco has given to this term, Vietnamese artists are now fully part of contemporary art, with the multiple practices (including video and installations) and the various theories
4
Scott, Phoebe. "Forming and reforming the artist : modernity, agency and the discourse of art in North Vietnam, 1925-1954." Thesis, Department of Art History and Theory, 2012. http://hdl.handle.net/2123/12348.
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5
Henni-Trinh, Duc Nicolas. "Le portrait dans l'art vietnamien. Évolution des usages, des techniques et de l'iconographie sous la dynastie Nguyễn (1802-1945)." Electronic Thesis or Diss., Sorbonne université, 2025. https://accesdistant.sorbonne-universite.fr/login?url=https://theses-intra.sorbonne-universite.fr/2025SORUL007.pdf.
Full textAbstract:
Le portrait est une thématique omniprésente dans l'art et la culture visuelle vietnamienne ; pourtant ce sujet n'a jamais fait l'objet d'une étude systématique. Cette étude s'emploie à combler cette lacune en analysant l'évolution des usages, des techniques et de l'iconographie des portraits sous la dynastie Nguyễn (1802 - 1945). Elle débute par la mise en évidence des origines bouđhiques et taoïques des rites et des représentations, avant d'examiner l'absorption de la pratique du portrait par l'éthos confucéen populaire. Les bouleversements socio-politiques qui traversent la période étudiée et exercent une influence décisive sur le portrait sont ainsi explorés tour à tour. La curiosité technologique des Nguyễn mène à l'adoption, certes tardive, de la photographie, rapidement intégrée au culte des ancêtres. Dans le même temps, l'incursion d'une approche occidentale de l'individu mais aussi des beaux-arts, conduit à un renouvellement des modes d'expression utilisés par les auteurs de portraits. Enfin, la conquête coloniale du territoire et l'affaiblissement politique progressif de la cour impériale aboutissent à une multiplication des images de l'empereur, quand jusqu'alors il était interdit de le regarder. Fondée sur l'analyse détaillée d'un corpus de portraits, en tant qu'images et objets, associée à des sources textuelles contemporaines, cette étude s'attache à révéler les différentes fonctions du portrait : cultuel, sentimental, politique. Elle dévoile en particulier le rapport singulier qui unit le portrait à la mort, et comment il exprime et outille une forme de négation de l'absence. Finalement, elle explore la question complexe de la ressemblance, unité plastique des portraits entre eux et attente d'une conformité de l'image au modèlePortraits are ubiquitous in Vietnamese art and visual culture, yet the subject has never been extensively studied. This study aims at addressing this gap by analysing the evolution of the usage, techniques, and iconography of portraits during the Nguyễn dynasty (1802-1945). It begins by bringing to light the Buddhist and Taoist origins of rites and representations, before examining the absorption of the portrait practice by a popular Confucian ethos. The socio-political upheavals marking the studied period, and decisively influencing portraits, are sequentially explored. The technological curiosity of the Nguyễn dynasty leads to the adoption of photography, quickly included in the ancestral worship system. At the same time, the incursion of a Western approach of the sense of individuality as well as of the fine-arts practice, results in a renewal of the modes of expression used by the authors of portraits. Finally, the colonial conquest of the territory and the progressive weakening of the imperial court culminate with the multiplication of portraits of the emperor, whereas heretofore it was strictly forbidden to look at him. Based upon a detailed analysis of a large portrait corpus, both as image and object, combined with contemporary textual sources, this study seeks to reveal the various functions of portraits: cultual, sentimental, political. Notably, it uncovers the special bond between portraits and death, and how portraits translate and equip a certain negation of the absence. Finally, the study explores the complex question of resemblance; the unity of style between portraits and the expectation of a conformity between the image and the model
6
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.
7
Vo, Thi Lien Huong. "The Ethnopragmatics of Vietnamese: An Investigation into the Cultural Logic of Interactions Focussing on the Speech Act Complex of Disagreement." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/365653.
Full textAbstract:
This study investigates the cultural logic underpinning interactions in Vietnamese language and culture, adopting the ethnopragmatic research paradigm originating within the Natural Semantic Metalanguage (NSM) framework. The study draws on a variety of data sources, including two sets of original survey data and Vietnamese folk sayings and proverbs. First, the study seeks to elaborate the semantic and pragmatic content of key words for Vietnamese cultural conceptualisation in the forms of semantic explications and cultural scripts, using metapragmatic survey data. In this exploration, two overarching cultural schemas, namely quan hệ (‘relationship’) and thứ bậc (‘hierarchy’), are identified and several intertwined social categories, normative values and communicative virtues, underpinning the cultural logic of interaction explained. The study then seeks to discover how this cultural logic illuminates Vietnamese ideas about the management of ‘disagreement’ in interaction, under various scenarios and with various interlocutor types (e.g., older vs. younger, family members vs. outsiders), using data from an original discourse production questionnaire. Vietnamese folk sayings and proverbs and high-level cultural values are utilised for triangulation purposes.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Humanities, Languages and Social Science
Arts, Education and Law
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8
Nguyen, Thi Van, and n/a. "Listening comprehension : a Vietnamese perspective." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.170135.
Full textAbstract:
A newly emerging, developing country has many high priority
areas. Many of these high priority areas are related to
the educational system. Education is viewed by many
political leaders (and also by citizens rich and poor) as
a 'Golden Key' which will unlock doors labelled with words
such as 'Development', 'Progress', 'Success', and 'the
English Language'.
The English Language, a modern technical, trade and
diplomatic language, is one of the avenues of communication
which may enhance development within Vietnam.
At the present moment, foreign language teaching and
especially Teaching English as a Foreign Language and
Teaching English for Special/Specific purposes, are given
high priority ratings by those who plan the development
stages for Vietnam. It is also recognized that EFL and ESP
teaching can and should be improved.
Australia is assisting this process of improvement by
supporting an assistance programme. Twenty two teachers
from tertiary language centres have been studying Teaching
English as a Foreign Language at the Canberra College of
Advanced Education. This writer is one of these students.
One of the requirements for the Master's Degree in
Teaching English as a Foreign Language is an extended
Field Study in a specific area. This writer selected
'Aural Comprehension'.
In this Field Study, the writer has explored the past
and present position of teaching ' Aural Comprehension'
in Vietnam. The writer has identified several significant
problem areas and has suggested alternative options which
may improve the teaching and the learning in this area.
9
Cat, Bui Van, and n/a. "Background studies for Vietnamese students of English." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060628.130310.
Full textAbstract:
Recent years have witnessed many developments in
the use of the communicative approach in language
teaching. This approach aims at developing students'
ability to communicate with native speakers of the
target language. To achieve this ability, students
are required to have not only linguistic competence
but also communicative competence. That is why the
students need not only the linguistic knowledge but
also the background knowledge of the culture in which
the language is spoken.
Language is a part of culture. Cultural differences
always cause problems for speakers of
different cultures while communicating. Therefore,
the " learning of a second culture is often a part
of the learning of a second language " (Brown, 1980:
242 ) .
Background Studies, including culture, used to
be neglected or taught improperly in the curriculum
of the Hanoi Foreign Languages College. In consequence,
Vietnamese E.F.L students at the College have a poor
background knowledge of the English speaking countries
and their people's patterned ways of life. This causes
difficulties for them when communicating with native
speakers of English, even when they are studying
at the College where culture-based textbooks and
materials are commonly used.
Therefore, Background Studies, including
culture, must be seen as a separate and indispensable
component of the curriculum of the College
which aims at providing the students with the
background knowledge of English speaking countries
and with an awareness of their people's ways of
life, their customs and habits and so on. Various
techniques for the teaching of this subject are
examined.
10
Hung, Vu, and n/a. "Errors in English by Vietnamese adult students." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060731.141007.
Full textAbstract:
This study is mainly concerned with the common errors
Vietnamese adult students make in learning English as a
second/foreign language.
Using the tools of contrastive analysis and error analysis,
the researcher decribes and examines certain areas of similarity
and difference between English and Vietnamese on some
grammatical aspects, and then analyses the errors made by the
Vietnamese students in two different learning contexts and at
different levels of proficiency.
This studies consists of six chapters :
Chapter 1 introduces the position of English in Vietnam at
present, raises the problems encountered in the teaching and
learning of English in Vietnam, and states why this study is
necessary.
Chapter 2 is the summary of the main theories of second
language acquisition and some of the principal studies of
Vietnamese grammar.
Chapter 3 discusses the techniques of contrastive analysis
and error analysis, which provide bases for the comparative
study in Chapter 4 and the error analysis in Chapter 5.
In Chapter 4, a contrastive study is undertaken of eleven
aspects of English and Vietnamese grammar, which serves as
the basis for the discussion in Chapter 5.
Chapter 5 presents an analysis of the common errors
Vietnamese students make in two different learning contexts in
Vietnam and in Australia. It also discusses the various strategies
the students use in order to achieve language proficiency.
Finally, some conclusions concerning the attitude towards,
and the treatment of, errors are mentioned in Chapter 6. It also
provides suggestions for further study in the subject area.
11
Hoang, Tat Truong, and n/a. "Towards teaching English vocabulary to Vietnamese tertiary students." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.155600.
Full textAbstract:
The English language is now widely used in Vietnam.
Consequently, the teaching and learning of English
has become more significant , but, on the other
hand, teaching methodologies, in Vietnam , still
reflect those used in the past to teach other
foreign languages. Vietnamese English teachers also
experience difficulty coping with the many new
problems which they now face. One of these
difficulties is the teaching of English vocabulary.
In order to develop an understanding of how best
English vocabulary might be taught in the
Vietnamese setting , this study identifies a
particular group of students: Vietnamese tertiary
students attending the Hanoi Foreign Languages
Teachers' College, and then explores ways how
teachers might introduce the teaching of English
vocabulary, both to these students, and to the
subjects the students will finally teach
themselves.
In order to prepare for an outline of how to carry
out this teaching role, the study investigates the
various problems associated with defining : the
word; the types of meaning conveyed by the word;
the relationship of phonology, syntax and semantics
to the word, and other related matters . The study
also looks at the problems which Vietnamese
students have with learning English vocabulary. In
this context a comparison is made of English and
Vietnamese lexical and related systems.
Subsequently, the study considers the different
types of foreign language methods which have and
are being used, with particular reference to how
they were used to teach vocabulary.
Finally, the study considers questions of the need
to select appropriate vocabulary for the targetted
students and details how teachers might effectively
teach vocabulary.
12
Tam, Nguyen Thi Bao, and n/a. "Comprehension difficulties for Vietnamese EFL students in reading English newspapers : an investigation into styles of reporting international news in English and in Vietnamese, reading problems and implications for teaching news reading to Vietnamese EFL students." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.120527.
Full textAbstract:
Foreign language teaching in recent years is very much concerned
with the concepts of authenticity and relevance to students' needs
and interests. Using newspapers in foreign language classes is one
way of working towards the development of an authentic
environment and promoting the language learning process.
For EFL students in the Institute of International Relations (IIR)
newspapers are not simply an important source of learning
material, but an important source of information.
Vietnamese EFL students who learn to read English newspapers,
however, constantly encounter difficulties in comprehension.
This study report attempts to identify the common areas of
comprehension difficulty for Vietnamese learners, when confronted
with newspapers.
To achieve this aim, the study first reviews schema theory in order
to establish the factors which affect the reading process. It also
examines studies on news reporting style in English.
Attempts have also been made in the contrastive study of the
differences in reporting styles of international news in English and
Vietnamese to investigate what might cause difficulties for
Vietnamese readers.
Accordingly, the study considers implications for teaching
newspaper reading to Vietnamese EFL students at intermediate
level, who have not practised this before.
Finally, the study also suggests further areas of research in using
newspapers in a foreign language class.
13
Loc, Ton That Tung, and n/a. "Assessing the spoken English of Vietnamese EFL teacher-trainees." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060818.142405.
Full textAbstract:
This study examines the problems of constructing and
administering a test of spoken English for Vietnamese EFL teacher-trainees. In
an attempt to standardize the assessment, a planned oral interview was pilottested
with a group of ten Vietnamese EFL teachers currently enrolled in a
Graduate Diploma Course in TESOL at the Canberra College of Advanced
Education, Australia. Results of the study indicate that the validity and reliability
of such measurement can be achieved if certain carefully outlined procedures in
planning the test and training the testers are carefully followed.
Given the close relationship between testing and teaching, it is
suggested in this study that there could be an improvement in the teaching of
spoken English to Vietnamese EFL teacher-trainees if (i) the amount of time
allocated to testing oral proficiency in the curriculum was increased, (ii)
Vietnamese EFL teachers were provided with formal training in language test
construction, and (iii) research on EFL oral testing was encouraged. Further,
this study recommends co-operation between TEFL institutions in Vietnam to
develop standard instruments for the assessment of spoken English of EFL
teacher-trainees on a national level.
14
Gugelmo, Francesca <1994>. "Are Vietnamese women safe and legally protected? A legal analysis of domestic violence in Vietnam." Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/16163.
Full textAbstract:
La violenza domestica in Vietnam è un fenomeno molto più che frequente del quale non viene fatta menzione né sulla stampa, né nei mass media, né dalle istituzioni tantomeno tra le mura di casa. L'obiettivo di questo elaborato è quello di fornire innanzitutto un quadro storico della donna e del suo ruolo nella società vietnamita attraverso l'analisi delle varie culture, influenze e correnti di pensiero; in secondo luogo viene descritto il contesto giuridico internazionale, regionale e nazionale relativo alla materia. Il terzo capitolo si prefigge di analizzare due casi studio più recenti condotti negli ultimi vent'anni al fine di indicare l'incidenza della violenza domestica, in particolare fisica, sessuale e psicologica perpetrata sia dal partner che non. Infine, l'ultima parte si riferisce a un piccolo caso studio condotto personalmente su sessantuno persone (studenti universitari e non) che osservi la percezione della violenza di genere ad oggi.
15
Hoang, Simon Thoi. "The spirituality of reconciliation in the postwar context are forgiveness and reconciliation possible and necessary for the Vietnamese Americans? /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p033-0840.
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16
Deane, Alexander, and n/a. "Nationalism in the Aims and Motivations of the Vietnamese Communist Movement." Griffith University. School of Arts and Education, 2001. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051125.095630.
Full textAbstract:
The Vietnamese people have always harboured an extraordinarily strong patriotic drive. But the government formed by Ho Chi Minh (1890-1969) after the Declaration of Independence of the Democratic Republic of Vietnam (DRV) on the 2nd September 1945, the group that was to represent majority Vietnamese opinion until and after 1975, was spearheaded by the Vietminh (League for Vietnam's Independence) - a movement that did not define itself as Nationalist, but rather as an expressly Communist group. When the people of Vietnam looked for leadership, this was the obvious group to choose - the only movement prepared and willing to step in (other, more nationalist resistance groups had prematurely flourished and failed, as shall be discussed). In the Vietnam that found itself suddenly free at the close of the Second World War, no other lobby was ready, no group presented itself nationally as the Communists were and did. The Liberation Army that seized control of town after town was the military arm of the Viet Minh, formed in 1944 under Vo Nguyen Giap (b. 1912), an element of a movement that published its manifesto in February 1930, that had begun preparation and ideological training in the late 1920's in Guangzhou under Ho Chi Minh. Given the long preparation carried out by the Vietminh, the progression to the declaration of the Democratic Republic of Vietnam as a Communist nation with Ho at its head was a natural one. Whilst that development seems logical given the conditions of the day, the manner in which those conditions were reached (or manipulated) has been the subject of intense debate. Was that natural progression one in which the ideologists of Communist revolution 'captured' the Nationalist movement, exploited a nationalistic fervour to produce the desired revolt, using the front of the Viet Minh to blend their esoteric dogmas with the more easily understood nationalist cause of resistance? This is a perception held by many modern historians - that, in effect, Communists are the parasites of the modernization process. This attitude was and is encouraged by examination of advice given to Asian revolutionaries by their Soviet counterparts; Grigori Zinoviev (1833-1936) - later to die by Stalin's order - argued in 1922 that Communists should co-operate with the rising nationalists in Asia, gain the leadership of their movement, and then cast aside the genuine national leaders. For by itself, the tiny Indochina Communist Party could never have hoped to attract the support of politically engaged Vietnamese, let alone the hearts and minds of the nation at large. This is the essence of the currently accepted analysis of the revolutionary Vietnamese setting - that the Communist lobby exploited a majority furious with the abuses of French rule, sliding Communism into a dominant role in Vietnamese life. The majority of people had not fought for a communist government, but to be rid of the colonial occupying power. Such a perception, as shall be discussed, is representative of the Western reading of the whole Southeast Asian region of the day. The Vietnamese people were accustomed to the use of violence to protect their independence; perennial opposition to expansionist China meant that few peoples in Asia had been compelled to fight longer and harder to retain their identity as a separate and independent state than the Vietnamese. Whilst the ability and commitment of the Vietcong in resistance to outside power has been recognised, the strong sense of Vietnamese identity in and of itself has never really been acknowledged beyond the most simplistic of terms by external observers, perhaps because of the difficulty of comprehending how such an emotion can form when looking at the odd shape of the nation on a map. Such a lack of awareness allows supposed Vietnam specialists to assert that the dominant Vietnamese self-assessment is the extent to which the country is not Chinese (and, to a lesser extent, not French) rather than entering into a more significant analysis of how a national identity formed: how, whilst certainly influenced by feelings of encirclement and domination, Vietnam also developed a separate, distinct sense of self. This, whilst a sense that has only relatively recently manifested itself in territorial demands, is a longstanding emotion and sense, in and of itself. Given an understanding of that sense or merely an awareness of its existence, the willingness of the Vietnamese to combat the most powerful nation on Earth, though certainly impressive, needs little explanation; this work has attempted to explore a more difficult question - why they chose the dogma that served them. The idea that the majority of the Vietnamese people had not fought for a communist government, but to be rid of the colonial occupying power is in truth the presentation of a false dichotomy. The fact that a group within a broad movement participates for different reasons from another group does not necessarily imply exploitation or pretense. Neither does the fact that one has a strong political ideology such as socialism forbid the possession of any other political inclination, such as patriotism. The concept of a socialist exploitation of Vietnamese nationalism will be opposed here: a discussion of the disputed importance of nationalism to the Vietnamese Communist movement in resistance, and of Communism to the nationalist movement, will form the subject of this essay. The unity of Vietnam under Communist government in 1975 seems a fitting end to the period to be considered. Much of interest - the politics behind partition, or the Communist-led conduct of war with America, for example - can be considered only briefly; fortunately, these are issues considered in great depth elsewhere. The central issue to this work shall be the development of the Communist movement in French Indochina, and the thesis herein shall be that nationalism and Marxist-Leninism occupied a symbiotic relationship in the motivation of the Communist movement and its chief practitioners in the nation once again known as Vietnam.
17
Bon, Nguyen Van. "An investigation to improve the effectiveness of Vietnamese language learning in New South Wales primary schools /." View thesis View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030502.140525/index.html.
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Thesis (Ph.D.) -- University of Western Sydney, 2002."A thesis presented to the University of Western Sydney in fulfilment of the rerquirements for the degree of Doctor of Philosophy" Bibliography : leaves 189-207.
18
Pham, Thi Hoa, and n/a. "Interrogative mood in English and Vietnamese : a systemic contrastive analysis." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060725.105609.
Full textAbstract:
The purpose of this study is to present a contrastive
analysis of the different types of interrogative
sentences in English and Vietnamese including their
structures and meanings. It is also hoped that the result
of this study will be of some use to English teachers in
Vietnam in their classroom teaching and in their preparation
of teaching materials. It may also be useful to Vietnamese
students who are learning English, especially when
learning the English interrogative mood.
Hitherto, there have been different models of
description of language, but the systemic model is considered
to be one of the most comprehensive, since it is
able to bring out the functional uses of language and can
be used to describe any language. For this reason, the
systemic model is adopted in this paper to describe the
two systems of the English and Vietnamese interrogative
mood.
The varieties of the two languages, English and
Vietnamese, from which examples are taken for analysis
in this paper, are Southern British Standard and Standard
Vietnamese ranging from colloquial to literary.
Throughout each chapter, the examples are numbered
in consecutive order. Examples in Vietnamese are
presented with a slash mark ( / ) placed between lexical
items to facilitate the matching of Vietnamese with the
literal English translation which follows. The literal
translation is followed by a freer English translation
enclosed in quotation marks.
The study consists of five chapters. In the
first chapter, the author begins by summarizing different
views on the nature of language and their applications
in language teaching and learning, and then presents
a short introduction to systemic linguistics and a brief
sketch of systemic grammar.
The second chapter is about the English interrogative
mood. This description of the English interrogative
mood is largely based on the ideas on Mood presented by
D. J. Young, lecturer in English in the University of
Wales Institute of Science and Technology in Britain.
In the third chapter, an attempt is made to provide
a detailed description of the different types of
interrogative sentences in Vietnamese.
Chapter four moves to a contrastive analysis
which consists of a textual and then a systemic comparison
and contrast of the two interrogative mood systems in
English and Vietnamese.
A recapitulation of what has been done in the
previous chapters and some suggestions for the preparation
of teaching material and the teaching of English interrogative
sentences to Vietnamese students are presented in
chapter five, which is the last chapter of the study.
19
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.
20
Bang, Nguyen, and n/a. "Noun and prepositional phrases in English and Vietnamese : a contrastive analysis." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060606.154323.
Full textAbstract:
This study aims to discuss the noun and prepositional
phrases in English and in Vietnamese and their impact
upon teaching and learning English in the Vietnamese
situation. Attempts have been made to state the similarities
and differences in noun and prepositional phrases in the
two languages and raise and solve some difficulties and
problems arising particularly from differences between
English and Vietnamese.
In this study, Contrastive Linguistics is concerned
with the comparison of the two languages with a view to
determining the differences and similarities between
them. With this practical aim the study tries to provide
a model for comparison and determine how and which of the
phrases are comparable.
It is hoped to provide as much information as is
possible in a limited study of this kind on English noun
and prepositional phrases, then on Vietnamese noun phrases.
The study draws attention to differences with examples.
It analyses the heads of noun phrases in the two languages
as well as the pre and postmodifications and their
positions. It also analyses the uses of the prepositional
phrases in the two languages. At the same time, it points
out the kinds of errors made by Vietnamese learners in the
above-mentioned areas and their causes.
Finally, some suggestions are made for those who
may be responsible for teaching English as a Foreign
Language to younger pupils as well as adults, or to
students at universities or colleges
21
Vu, Ngoc Tu, and n/a. "Towards a syllabus for the teaching of writing for Vietnamese students." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.160245.
Full textAbstract:
This Study considers some of the problems and solutions
to the needs of Vietnamese tertiary students with
respect to writing in English in the University setting.
The Study identifies that writing English as a foreign
language has been and continues to be a f u n d a mental
difficulty for Vietnamese tertiary students.
Consequently, in order to understand the difficulty and
the needs of such students, this Study enters into a
consideration of the language and learning needs of the
target population and describes the teaching strategy
and syllabus content necessary to assist such students
to function in English writing more adequately.
In order to realise these aims, the Study reviews the
relevant literature with respect to: (i) the development
of the theory of the concept of writing in a foreign
language , and (ii) the teaching of different foreign
language teaching methods in the twentieth century.
Finally , details of syllabus design and suggested
techniques are presented in Appendices 1 and 2
respectively.
22
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.
23
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.
24
Pham, Van Bich. "The Vietnamese family in change : the case of the Red River Delta /." Richmond : Curzon, 1999. http://catalogue.bnf.fr/ark:/12148/cb375578484.
Full text
25
Bich, Hanh Nguyen, and n/a. "The expression of number in English and Vietnamese and its implications for teaching." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060720.122923.
Full textAbstract:
A cross-sectional study of the performance of groups of Vietnamese
learners is reported with focus on how they deal with the expression of
number in English (singular/plural; definite/indefinite) through a cloze
exercise and a translation excercise. This research investigates the
hypothesis that some NP environments facilitate the distinction between
singular and plural, count and mass, and that the context in which a noun
is used can provide positive clues to the choice of number in nouns. It
has been found that transfer of Vietnamese NP structures into English
occurred where the NP environment was not obviously countable or
uncountable, i.e., it has no conspicuous structural signals for number
determination. Transfer was also found where an NP was taken from its
context. The analysis of learners' errors gives some insight into ways in
which the teaching of the number expression can be made more effective
and beneficial for Vietnamese learners. A number of activities were
suggested, which enable the teacher to exploit the advantages of NP
environments to convey the syntactic-semantic properties of number to
learners. Communicative practice of NP structures (e.g., in a
conversation or a role play activity) can make learners aware of different
aspects of the number expression in English. It is argued that the
pragmatic aspect of the number expression is most important as in use,
the syntactic and semantic properties of the category of number are
unified to achieve communicative purposes.
26
Loi, Nguyen Van, and n/a. "Towards a syllabus for teaching academic writing to Vietnamese senior students of English." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060818.151036.
Full textAbstract:
Writing is one of the four macro language skills which a student of
language should master. However it remains the one receiving the
least attention so far in Vietnamese teaching of English. Senior
students of English at a college or university are required to
demonstrate in writing that they have mastered their studies;
therefore, writing plays an important role in their academic success.
It is noted that "learning to write fluently and expressively is the most
difficult of the macroskills for all language users regardless of
whether the language in question is a first, second or foreign
language" (Nunan: 1989:35). Therefore, writing English, especially
for academic purposes , remains difficult for Vietnamese students.
Obviously, such writing, as a study skill, affects the learning process,
hence, the effectiveness of the training. Writing ability in general,
and EAP writing in particular, need attention right from the teacher
training stage, and then at the teaching stage at schools.
This study reviews the theory of writing and the teaching of writing,
with strong emphasis on the writing process to identify the point
where a teacher of writing should intervene to yield the optimum
effect - to develop students' writing ability by developing their
awareness of the strategies which can be applied to writing for
academic purposes, including strategies in analysis of their own
writing as both process and product.
The study examines the teaching of English, writing and academic
writing in the Vietnamese perspective and identifies the problems in
reference to the theoretical bases in an eclectic manner. A syllabus is
suggested to cater for the needs of the target population.
27
Quang, Nguyen Van, and n/a. "Some Australian English-Vietnamese cross-cultural differences in conveying good and bad news." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20061107.090215.
Full textAbstract:
This Study examines some cross-cultural differences in conveying good
and bad news in Australian English and Vietnamese. Three major
aspects are taken into consideration: address forms, modality, and
directness-indirectness. Theoretical issues are raised and discussed, and
questionnaire data collected and analysed.
Chapter I shows why it is important and necessary to study crosscultural
differences and sets up the aims of the study.
Chapter II deals with address forms in general and the use of address
forms in conveying good and bad news in the Australian and
Vietnamese cultural contexts in particular..The similarities and
differences between the two systems are also discussed.
Chapter III dwells on modality and its devices: modals, modality
markers, subjunctive mood (in English) and lexico-modal operators for
subjunctive mood (in Vietnamese). The use of these devices in
communicating good and bad news in the two cultures is discussed in
detail.
Chapter IV is concerned theoretically with directness-indirectness, and
the relationship between indirectness and politeness. How directness and
in-directness are actually used to convey good and bad news in
Australian and Vietnamese cultures is also analysed.
Chapter V concludes the Study and suggests implications for ELT.
28
Vo, Hong Nga, and vohongnga@hotmail com. "Nexus between organisational culture and IT implementation in Vietnamese organisations : a doctoral thesis." Swinburne University of Technology. Australian Graduate School of Entrepreneurship, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20060605.150040.
Full textAbstract:
In Vietnam, together with the renovation program known as Doi moi, promulgation of resolution 49/CP in 1993 and subsequently of directive 58 CT/TW in 2000 provided the incentive and resolve to use Information Technology (IT) as a driver of economic development and social advancement. Thus, IT was designated a national strategic priority. However, despite the Government�s efforts to implement IT, uptake and use of IT in organisations have been embryonic. Existing studies implied IT implementation in Vietnamese organisations to have been influenced in part by organisational culture factors traceable to the national culture. In light of these findings, the present study focuses on the relationships between organisational culture and IT implementation in Vietnamese organisations. Nine objectives were set for the study. The related research questions were focused on identifying the most common features of organisational culture in Vietnam, how respondents� and organisational characteristics were associated with organisational culture, the general level of IT implementation success in organisations, how respondents� and organisational characteristics were associated with IT implementation, and the nature of the relationship between a Vietnamese organisation�s culture and effectiveness of its IT implementation. In pursuing quantitative research methodology, a questionnaire was developed and subjected to a focus group scrutiny at the preliminary stage and then again prior to implementation to confirm the questionnaire�s suitability and applicability. Data, from 328 returned questionnaires, and the findings of the subsequent analyses were validated via semi-structured interviews and a panel of experts. To address the research questions, the data were subjected to a battery of statistical analysis tools, including descriptive, correlation, association, analyses of variance and factor analysis. The findings were then interpreted and the panel of experts used to confirm and better understand the findings and to offer extra insights. The majority of the organisations surveyed were characterised by the 'Elephant' organisational culture (OC) style that had elements of order, uniformity, rules and regulations and emphasis on stability. Most of these organisations were state-owned enterprises located in northern Vietnam. In number, these were followed by the �Tiger� OC organisations, comprising mainly private and foreign-owned organisations, especially those located in Ho Chi Minh City. These �Tiger� organisations stressed their operational efficiency, and externally positioned themselves toward winning competitive advantage and achieving market superiority. �Rabbit� characteristics, such as flexibility, creativity and innovation did not surface often within Vietnamese organisations. Most organisations surveyed claimed to enjoy a rather high level of IT implementation benefits, especially those relating to internal-focused aspects such as �Faster response time�, �Better communication & networking�, and �Higher quality of performance�. Finance related benefits of IT implementation were at the lowest level. Private and foreign-owned organisations had the highest level of both IT investment payoff and IT implementation benefits while state-owned organisations had the lowest on both measures. State-owned organisations also reported the most problems with IT implementation the most frequently, while foreign-owned organisations least often faced such problems. Exploration of the association between OC and IT implementation showed that 'Elephants� were significantly associated with lower levels of successful IT implementation, while �Tiger� organisations followed by �Rabbit� were significantly associated with higher levels of success. �Production-oriented� organisations indicated higher levels of IT investment payoff than �People-oriented� ones. Organisations with �entrepreneurial� characterisation were found to have high levels of IT implementation success. In light of the findings and their implications, recommendations were made for government, industry, business and research organisations. The recommendations are designed to foster improved uptake and use of IT in Vietnamese organisations through the process of 'Organisational Doi moi' (organisational renewal) as well as to enlarge the research base on socio-cultural aspects of IT to buttress such efforts.
29
Nguyen, Thi Hong, and n/a. "Towards a professional development program for teachers of English in Vietnamese high schools." University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060726.145916.
Full textAbstract:
This field study proposes a basis for the establishment of a
professional development program for Vietnamese high school
teachers.
The social background and the problems of teaching and learning
English in Vietnamese high schools are discussed, including the
students' goals in learning English in high schools; the teachers'
qualifications and the methods of teaching commonly used; the
coursebooks and how they are used; learning facilities, and the
attitudes and policy decisions of education authorities.
To develop effective solutions to these problems, it is
necessary also to know the background to teaching and learning
English in Hanoi Foreign Languages Teachers' College.
In-service training is of vital importance in the education of
all nations. A review of what other people have done in this field
is included with particular reference to the problems which are
relevant to the situation in Vietnam. Given the constraints of
funding and work procedures, a short full-time in-service course
would be the most practicable for the Vietnamese situation.
A survey of the needs of high school teachers in their
professional development has been carried out and is discussed in
relation to the priorities to be given to various components of an
in-service syllabus. The priorities were found to be: to improve
the language, teaching techniques and awareness of a communicative
approach to teaching and learning language of high school teachers
in Vietnam.
These priorities having been identified, the study considers:
iv
1 - the syllabus model.
2 - the development of specific goals.
3 - the development of content.
4 - possible modifications of the syllabus in the future.
The solution to the problem of professional development must
take into account not only the work of internationally known
authorities, but also the needs of Vietnamese teachers. The
proposed course suggests ways of finding out and meeting the needs
of participants and points to possible future development.
30
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.
31
Dung, Le Thanh, and n/a. "An analysis of suprasegmental errors in the interlanguage of North Vietnamese students of English." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060706.115954.
Full textAbstract:
Stress and intonation play important roles in the production and
perception of the English language. They are always very difficult for
second language learners to acquire. Yet, a review of literature
reveals that these important suprasegmental features have not
received due attention from second language researchers or
teachers. In Vietnam in particular, there is no research to date which
studies the stress and intonation errors in the performance of
Vietnamese learners of English.
This study uses the procedures of Error Analysis to investigate
the problem. Chapter one and two give a review of relevant literature
and a description of the methodology of the study. In chapter three,
the students' stress and intonation errors are described and classified,
and the possible sources of those errors are discussed. Finally,
chapter four shows implications and makes suggestions for the
improvement of teaching and learning English stress and intonation.
32
Nguyen, Thi Hoa Huyen. "Lifestyle factors and health related quality of life in Vietnamese women after breast and gynaecological cancer: What are the relationships?" Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/117652/1/Thi%20Hoa%20Huyen_Nguyen_Thesis.pdf.
Full textAbstract:
This thesis provides a comprehensive understanding of the relationships between lifestyle factors and health-related quality life (HRQoL) amongst Vietnamese women who have been treated for breast or gynaecological cancers. Women with less healthy lifestyles had corresponding decrements in HRQoL. Sleep impairment and self-efficacy were the strongest factors impacting on HRQoL. Relationships were mediated by a range of variables highlighting the complex relationships between lifestyle factors and health outcomes. The study highlights the importance of developing lifestyle intervention programs focused on enhancing self efficacy to support Vietnamese women following treatment for cancer.
33
Pham, Minh Cuong, and n/a. "Towards a syllabus in teaching English pronunciation to Vietnamese students in Hanoi Foreign Languages College." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060704.101218.
Full textAbstract:
English has been taught in Vietnam for about forty years
and the number of English learners increases every year.
Whatever the course of teaching English may be, the teaching
of pronunciation is always a beginning part of it.
The materials used in teaching pronunciation vary from
schools to colleges, but the way of teaching is always
the same. It means that students have to imitate what the
teachers have pronounced with a very simple explanation
of how to pronounce it. This causes great problems, because
not all teachers have correct pronunciation and not all
students can imitate the teachers in the right way.
At the Hanoi Foreign Languages College, students are
trained to be teachers of English. They not only need to
have correct pronunciation, but also need to know how to
pronounce sounds. In order to teach pronunciation effectively,
they need to have a certain knowledge of phonetics
and know the difference and similarity between the sound
systems of English and Vietnamese.
To help awareness of the necessity of good pronunciation
and the present problems associated with teaching it, this report:
a/ points out the importance of teaching English
pronunciation in teaching English;
b/ gives an overview of English teaching in general
and the teaching of pronunciation in particular.
To improve the teaching of pronunciation at the Hanoi
Foreign Languages College, this report:
c/ makes a comparison between sound systems of
English and Vietnamese;
d/ proposes material for the teaching of pronunciation
for the Vietnamese students of the Hanoi
Foreign Languages College, bearing in mind the
context of the Vietnamese teaching and learning
situation.
It is hoped that this report will be of practical use:
for teachers and students in the Hanoi Foreign Languages
College.
34
Kleinen, Johannes Gerardus Guido. "Boeren, Fransen en rebellen : een studie van boerenverzet in een Midden-Vietnamese regio : 1880 - 1940 /." Amsterdam : Universiteit van Amsterdam, 1988. http://catalogue.bnf.fr/ark:/12148/cb34962037j.
Full text
35
Van, Minh Pham. "Socio-political philosophy of Vietnamese Buddhism : a case study of the Buddhist movement of 1963 and 1966 /." View thesis View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030409.091316/index.html.
Full textAbstract:
Thesis (M. Sc. (Hons.))--University of Western Sydney, 2001."Research thesis submitted in fulfillment of the requirements for the degree of Master of Science (Honours) Social Ecology, School of Social Ecology and Lifelong Learning, University of Western Sydney, August 2001." Includes bibliographical references (leaves 398-400).
36
Le, Huong Thu, and s3059921@student rmit edu au. "The relationship between special educators in the DEECD Victorian Metropolitan Regions and Vietnamese parents of children with a disability." RMIT University. Education, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091110.115137.
Full textAbstract:
The current thesis investigated the relationship between Vietnamese parents of children with a disability and special educators who worked with these parents in both mainstream and special schools in Melbourne Metropolitan Regions of the state of Victoria, Australia. The key objective of the study was to research the role of the parent-educator (interpersonal) relationship and its interrelatedness with the task: two major components of a home-school partnership. The research question that guided this study was 'How does the parent-educator relationship influence the operation of a family-centered home-school partnership?' With partnerships involving parents of diverse cultural backgrounds, investigating cultural influences on the partnership were an integral part of the research process. A qualitative interpretive approach was employed in searching for perceptions of involved parties about their home-school partnerships. The design selected was multiple embedded case studies with purposeful sampling. Influences on home-school partnership were investigated from a multidimensional perspective and were described and interpreted from the views of both parents and educators. The findings indicated that the relationship played a much more significant role than the task in the successfulness of an intercultural home-school partnership. Without a mutual understanding of home-school communication, the collaboration was far from productive or even did not work out. There was also evidence that a harmonious parent-educator interpersonal relationship did not seem to have any influence on the effectiveness of a home-school partnership without parent-educator mutual understanding and agreement in terms of goals and roles expectations. The need for the educators to be more appropriately equipped with cultural training and family-centered principles also arose from the study findings.
37
Ohtsuka, Thai, and thai_ohtsuka@hotmail com. "Impact of cultural change and acculturation on the health and help seeking behaviour of Vietnamese-Australians." Swinburne University of Technology, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20051013.095125.
Full textAbstract:
This study investigated the influence of cultural change and acculturation on
health-related help seeking behaviour of Vietnamese-Australians. Using convenience
sampling, 94 Vietnamese-Australians, 106 Anglo-Australians, and 49 Vietnamese in Vietnam participated in the study. Beliefs about health and health-related help-seeking behaviours were assessed through measures of common mental health symptoms, illness expression (somatisation, psychologisation), symptom causal attributions (environmental, psychological, biological), and choice of help seeking (self-help, family/friends, spiritual, mental health, Western medicine, Eastern medicine).Vietnamese-Australian data was compared with that of the Anglo-Australian and Vietnamese-in Vietnam. Results revealed that the help seeking behaviours and health related cognitions of Vietnamese-Australians, while significantly different from those of Anglo-Australians, were similar to those of Vietnamese in Vietnam. Specifically, both Vietnamese groups were less likely than Anglo-Australians to somatise and
psychologise or attribute the cause of symptoms to environmental, psychological or biological causes. However, the two Vietnamese groups were not different from each other in their style of illness expression or in their symptom causal attributions. The Vietnamese-Australians reported experiencing more mental health symptoms than the Vietnamese in Vietnam but fewer than the Anglo-Australians. In relation to help seeking, the Anglo-Australians chose self-help more than the Vietnamese, but there were few other differences between the cultural groups.
To investigate the influence of acculturation on health-related beliefs and help seeking behaviour, Vietnamese-Australians were compared according to their modes of acculturation (integration, assimilation, separation, and marginalisation). Generally, results showed a distinct pattern of response. Those with high levels of acculturation towards the Australian culture (the integration and the assimilation) were found to be most similar (in that they scored the highest in most areas measured) to the Anglo-Australians, while few differences were found between the separated and the
marginalised groups. Further, cultural orientation was a powerful predictor of help
seeking. In that, original cultural orientation predicted selection of help seeking from
Western and Eastern medicine, whereas, the host cultural orientation was a more robust predictor of the other variables. However, neither cultural orientation predicted preference for mental health help. Finally, the study found that, although the combination of symptom score, modes of illness expression, and symptom causal
attribution were strong predictors of choice of help seeking of Vietnamese-Australians,
acculturation scores further improved predictive power. The results were discussed in terms of the various limitations and constraints on interpretation of this complex data set.
38
Hoa, Nguyen, and n/a. "English and Vietnamese political news dicourse : a contrastive analysis in terms of stucture, lexis and syntax." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060725.100742.
Full textAbstract:
The present study is one of the first attempts undertaken to
study English and Vietnamese news discourse on a contrastive
basis. More specifically, it investigates the structure, the
lexical and syntactic features of English and Vietnamese
political news discourse.
It is hoped that the results of the study may help the Vietnamese
teacher and student to make better use of newspapers in the
process of English language teaching and learning. In addition, it
is hoped that the study may benefit the journalist, to some
extent, because it is generally assumed that if the knowledge of
news discourse structure, the linguistic features and the factors
involved are professionally known and shared, this will
facilitate news discourse production and comprehension.
The study reveals two different strategies used by English and
Vietnamese political news writers. English news writers
predominantly employ the IP structure pattern whereas
Vietnamese news writers employ BTN (Background-to-News).
Lexically, English newspapers use more lively, vigorous language,
metaphors, puns and hyperbole. In contrast, the occurrence of
serious, formal language is a very pronounced feature of
Vietnamese newspapers. This is the area where Vietnamese
students of English often have difficulty, as is indicated by the
survey. The greatest syntactic difference is sentence order,
namely, English news stories often use S + V + (O) + (A) while
their Vietnamese counterparts use A + S + V + (O) +. The other
difference is that English news paragraphs are mostly single
sentence paragraphs as disctinct from their multi-sentence
Vietnamese ones.
Chapter One is an introduction explaining the rationale, the
methods, and the data for analysis, of the present study.
Chapter Two is concerned with the theoretical background to the
study. It deals with such concepts as cohesion, coherence,
structure, relevance, text and discourse.
Chapter Three provides a contrastive overview of English and
Vietnamese newspapers, essentially in terms of ownership and
the approach to news.
Chapter Four examines the different structure patterns used by
English and Vietnamese reporters and journalists.
Chapter Five and Six study the different lexical and syntactic
features of English and Vietnamese political news discourse,
respectively.
In chapter Seven, a comparison of English and Vietnamese
political news discourse is given, which is based on the analyses
presented in chapters Four, Five and Six. In addition, it presents
the results of a survey of comprehension difficulty encountered
by Vietnamese students studying English now at the University
of Canberra, and looks at some discourse strategies involved in
news discourse production and comprehension.
The last chapter offers some implications for TEFL in Vietnam,
which are based on the author's own experience and results of a
survey. The author hopes that these implications may be of some
help to the practising teacher as well as the student.
39
Tran, Khanh Quang. "The Historical Significance of the Compositions for Clarinet by Nguyen Phuc Linh in Vietnamese Instrumental Music." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1752390/.
Full textAbstract:
The document provides an annotated bibliography of the compositions for clarinet by Dr. Nguyen Phuc Linh, one of Vietnam's foremost contemporary classical musician. Brief biography of Nguyen and his music aesthetic are also included. The dissertation also provides an overview of Vietnamese music and instrumental music.
40
Nguyen, Dung Thi. "Vietnamese Students' Translanguaging in a Bilingual Context: Communications within a Student Organization at a US University." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248528/.
Full textAbstract:
Today linguistic hybridity is often conceptualized as translanguaging. The present study of translanguaging was a linguistic ethnography, which meant investigating cultural issues as well as linguistic practices. The focus was on bilingual speakers of Vietnamese and English, two "named" languages that differ considerably in morphology, syntax, and orthography. This study, conducted over four and a half months, was situated in the Vietnamese Student Organization of a U.S. university, and it included 37 participants. The research was intended to answer two questions: what forms of translanguaging did these bilinguals use? and what reasons did they provide for instances of translanguaging? In capturing the language use of this community, my role was participant-observer, which entailed observing and audio-recording conversations in three kinds of settings: group meetings, social gatherings, and Facebook communications. Additional insights came from discourse-based interviews, focused on instances of translanguaging by 10 individuals.
In the group meetings and Facebook conversations, it was conventional for the major language to be English, whereas in the social gatherings it was Vietnamese. My attention in analyzing these interactions was on patterns of translanguaging that occurred within sentences and those occurring outside sentence boundaries. Overall, most translanguaging occurred intra-sententially, as single words from one language were segmented within a sentence being spoken or written in the other. As to extra-sentential forms, this translanguaging in the group meetings mainly took the form of Vietnamese honorifics, and Facebook conversations included some extra-sentential double postings. Participants provided reasons for translanguaging that included community factors, discourse-related factors, and individual-related factors. This inquiry provides further insights into the multi-competences of bilingual individuals. The Vietnamese-English bilinguals drew flexibly from their linguistic repertoires, merging two languages that are quite different. Use of hybridized language was conventional for them and was central to their practices. This linguistic hybridity was a mutuality—one of the ways in which these students were, in fact, a community.
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Miller, Randy Scott. "Understanding the Motivation of Vietnamese International Students and Their Higher Education Experiences in the United States." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115122/.
Full textAbstract:
This research describes what motivates Vietnamese students to come to the U.S. to study for a degree, what outcomes they expect, and what they experience academically and culturally while studying in the U.S. Currently the surge of international students from Vietnam has reached an all time high of 13,112 students to the U.S. This moves the relatively small South East Asian nation to the ranking of ninth among all nations for the number of international students sent to the U.S. in depth interviews were conducted fall semester 2011 with 11 students enrolled in two large public universities in the Dallas-Fort Worth-Denton Metro area. the participants were students from Vietnam holding J-1 or F-1 visas who were in their sophomore year or beyond. Interviews were conducted with these undergraduate and graduate students on the campus where each was enrolled. Interview transcripts were provided to participants for their review and comments. Ethnograph qualitative research software was used to analyze and code the data. These students reported that the increased number of students coming to study in the U.S. is because of the reputation of higher education in the U.S., relatives living in the U.S. who create a support system, and economic growth in Vietnam which has made education abroad more accessible. More students are coming to the U.S. for study because of the respect that these students families and friends have for the educational system and potential of opportunity that a U.S. degree brings. Meaningful relationships with other students provide a better and broader educational experience for Vietnamese international students. Vietnamese international students desire not only gainful employment from their degree but also a balanced growth experience that includes friendships, immersion in the culture, and being responsible members of the host society. These students made strategic use of the community college to enhance their higher education experience. the findings indicate that universities and colleges interested in attracting students from Vietnam should forge partnerships between community colleges and universities and with local Vietnamese communities to promote recruitment, affordability, retention, and graduation.
42
Ta, Betty Tram. ""Persistence, determination, and hard work are crucial ingredients for life"| A narrative inquiry into the lives of first-generation Vietnamese American students." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3703043.
Full textAbstract:
Asian Americans are often regarded as the “model minority,” applauded for their ability to blend in to American society, achieve academically, and climb the socio-economic ladder. However, this model minority status is a myth that fails to recognize the variation that exists across different Asian American subpopulations. Recent studies have acknowledged the diverse ethnicities, cultural, economic, and social capital among different Asian American subgroups. This narrative inquiry explored the K-16 educational experiences of academically successful first-generation Vietnamese American college students. This Asian American subpopulation has experiences and outcomes that, in many ways, resemble those of traditionally underrepresented groups like African American and Latino students. Thus this study examined the experiences of those who have succeeded to better understand the supports upon which they have drawn and the obstacles they have navigated.
Through narrative inquiry, this study gives contour and voice to the educational experience and academic life of these students from their own perspectives. More specifically, this study employed narrative representation to retell lived experiences in the form of a chronology. Themes across participants were also examined and presented to honor the voices of other participants and provide deeper insights into the experiences of first-generation Vietnamese American students. The stories of these understudied, disadvantaged students are examined to understand the personal, social, and institutional influences that affect the experience of this population and the possible interactions among these contributing factors as students navigate the K-16 educational pipeline. By means of storytelling, findings elucidate the factors that support the scholastic achievement of first-generation Vietnamese American youth and the barriers that hinder their success using a student retention and anti-deficit approach.
Findings indicate that first-generation Vietnamese American youth navigated the K-16 educational pipeline as active agents with a wealth of capital and great resilience. Like other marginalized students of color, youth in this study arrived at school with aspirational, familial, social, navigational, and resistant capital. Further, collectively, cognitive, social, and institutional factors enhanced students’ ability to persevere and triumph in face of barriers. However, findings also suggest that some assets, such as family and language, were not absolute. In many cases, one form of capital interacted, facilitated, or constrained another form of capital. For instance, while family could be supportive and facilitative of student success, family members and traditions also presented significant barriers for at least some study participants.
Findings from this study inform policy, practice, and future research to facilitate greater participation, engagement, and educational achievement for first-generation Vietnamese American youth, as well as assist other first-generation youth navigate the educational process and create their own college-going tradition. Based on the findings of from this study, policy makers should increase funding for qualified support staff (such as, school counselors, school psychologists, school psychiatrists, school social workers, school-community liaisons, and bilingual aides) to help Vietnamese American youth overcome personal and institutional barriers to success. Schools and colleges should annually develop improvement plans, as well as publicize and evaluate the effectiveness of their efforts to promote minority student and parent engagement.
43
Tønnesson, Stein. "The Vietnamese revolution of 1945 : Roosevelt, Ho Chi Minh and de Gaulle in a world at war /." Oslo : London : PRIO ; Sage publications, 1991. http://catalogue.bnf.fr/ark:/12148/cb35677067h.
Full text
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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.
45
Hai, Peter Nguyen Van, and n/a. "Recent administrative reform in Vietnam." University of Canberra. Administrative Studies, 1994. http://erl.canberra.edu.au./public/adt-AUC20060714.115805.
Full textAbstract:
Since the introduction in 1986 of Doi Moi program, a Vietnamese form of
Perestroika, which was designed partly to reduce the role of state bureaucracy
in the system, major economic reforms have been carried out in the Socialist Republic of Vietnam (SRV). However, while Vietnam's economic reforms
have generated considerable interest, its limited political reforms, especially in
the area of public administration, have not been a central concern among
political scientists, historians and researchers. In their efforts to revitalise the
state bureaucracy, reformers in Vietnam now recognise the importance of well
qualified bureaucrats, and they inevitably have to face the old issue of how best
to attract, motivate, train and retain public servants for a better government.
This paper, based on the search through the maze of official documents in
Vietnamese language, describes the SRV's political institutions, provides an
overview of Vietnam's administrative system against the backdrop of the
country's economic and political reforms, highlighting institutional interactions
induced by reform imperatives, discusses recent administrative reforms
emanating from the amended 1992 Constitution, and evaluates the effectiveness
of current administrative reform strategies. Comments will also be made on
. The roles and functions of central agencies in Vietnam
. Policy making processes and paradigms
. The 'emerging' dichotomy between policy and administration
. The 'ministerial department' a la Vietnamienne
. Machinery of government changes
. Human resource management initiatives
. The 'career service' nature of the Vietnamese public service, and,
. Central versus provincial governments.
Vietnamese Public Service is an important question and worthy of investigation
because of the increasingly close bilateral relationship between Australia and
Vietnam. Many Australian investors who have often been annoyed by
unnecessary delays caused by bureaucratic red tape and corruption, are now
keen to learn more about the policy making style of Vietnamese bureaucrats.
Vietnam still displays many deliberate trappings of a country run in a highly
centralist fashion. Its reorganisation strategy of the state's administrative
system will continue to bear the socialist imprints. Dr David Marr of the
Australian National University contends that layer upon layer of bureaucratic
influence, from Chinese Neo-Confucian to French Third Republic to Soviet
Stalinist, can be seen in Vietnam today. This paper argues that Vietnam's
political and cultural legacies will continue to exercise significant influence, as
they have in the past, on its public service's structures, strategies and ethics.
46
Huong, Dang Thi, and n/a. "A cross-cultural study on the way in which speakers of Vietnamese and speakers of English issue, accept and decline spoken invitations." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060731.161630.
Full textAbstract:
In this field study report, the author investigates behaviour
associated with inviting in order to see if there is any effect on the
language used across cultures due to factors such as status, age,
gender in actual social interactions.
Chapter one gives a brief introduction to the important role of the
English Language in the world in general, and in Vietnam
nowadays in particular, and a review of Teaching Methods which
have been used in Vietnam so far.
Chapter two will deal with the theoretical background, language
competences including linguistic competence, sociolinguistic competence and communicative competence. In addition, speech
act theory , face work, distance, power in relation to status, age
and gender as well as reviews research on the differences between
spoken and written are also discussed.
Chapter three defines the structure of an invite with its social and
cultural characteristics focussing on the natural structure of a
spoken invitation.
Chapter four describes research and data analysis of the issuing,
accepting and declining of spoken invitations used by Vietnamese
speakers of Vietnamese (VSV).
Chapter five contains the data analysis of the issuing, accepting
and declining of spoken invitations used by Australian speakers of
English (ASE).
Chapter six discusses the comparison of Vietnamese and
Australian spoken invitations, the main difference being found in
the use of much more direct forms used in VSV as opposed to more
tentative forms preferred by ASEs. Directness of form, however,
does not reflect a lack of politeness, which is conveyed to a much
larger extent by other prosodic and paralinguistic features.
Chapter seven is a brief cross-cultural investigation of the spoken
invitations of Vietnamese learners speaking English. This shows
up a degree of cross-cultural interference and offers some
implications for the classroom.
Chapter eight contains a summary and conclusion. The results
of the study may suggest that Vietnamese learners of English need
to be taught not only linguistic competence but also communicative
competence with an emphasis on cultural and social factors.
Spoken invitations which really have some function in actual
interactions need to be incorporated in the program for teaching
spoken English.
47
Hoang, Cong Thuy, and n/a. "Teaching reading to E.F.L. (English as a foreign language) Vietnamese students at the Hanoi Foreign Language Teachers College (HNFLTC)." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.144404.
Full textAbstract:
Chapter 1 introduces the aims and objectives of the study.
It is followed by an analysis of the present situation at the Hanoi
Foreign Language Teachers College and the problems encountered by
teachers and administrators in ensuring the maximum efficiency of
the EFL programme.
The Report continues by asking a number of pertinent
questions about the methodology and techniques used in the teaching
of reading. This, in turn, is linked with theoretical considerations
which the writer examines at some length taking into account numerous
issues about language processing, cognition, expectation and
motivation, comprehending, discourse analysis, text cohesion and
so on.
Attention is then focused on the reader and the environment
in which he operates. In addition the reading lesson comes under
scrutiny and procedures, as well as material selection and teaching
systems are discussed. Finally the writer attempts to make suggestions
to his colleagues in the EFL field based on his own experience and
convictions.
48
schmitt, jonathan m. ""With Vietnam We Are Bound as Brothers": Theorizing Socialism, Internationalism, and the Politics of Public Agency Among Vietnamese Contract Workers in the German Democratic Republic." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/history_theses/61.
Full textAbstract:
This thesis considers the social, economic and ideological climate in the German Democratic Republic in the last decade of its existence (the 1980s) when excessive labor demands lead the country to import tens of thousands of “contract workers” from the Socialist Republic of Vietnam. Focusing primarily on theoretical contradictions in GDR socialism, and their impact on the day to day lives Vietnamese workers, I will argue that ideologically freighted pronouncements of “socialist fraternity” with Vietnam functioned to obscure the true, economic reasons for labor importation.
49
Hong, Le Thi, and n/a. "Towards a syllabus for teaching reading comprehension to Vietnamese students of interpreting and translating at the Hanoi Foreign Languages College." University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060725.161311.
Full textAbstract:
Much research on reading comprehension has been done with native readers
in mind; however, this study deals with reading comprehension problems for
non-native readers - Vietnamese students of English.
The study begins with a description of the interpreters and translators
training at the Hanoi Foreign Languages College. Based on the aims and
objectives of the training course the study emphasises the importance of
teaching reading skills to Vietnamese interpreter and translator students in
the first, second and third year.
To deal with this problem, the study overviews relevant theoretical issues of
reading skills presented in current literature with the purpose of relating
these to the realities of teaching reading in a particular context in Vietnam.
The study then looks at the main problems of teaching reading skills in the
English Interpreter Department at the Hanoi Foreign Languages College.
Focus has been placed on the analysis of some difficulties encountered by
Vietnamese students reading English in an attempt to answer the pertinent
question 'Why is it difficult for Vietnamese students to read English?'
Consequently, the study considers ways in which the teaching of reading
skills to Vietnamese students of interpreting and translating may be
improved. The study is also concerned with the selection and development of
materials and then proposes a reading syllabus in order to promote more
rapid and efficient progress in the teaching of reading skills.
Finally, the writer makes some suggestions about how to improve the
situation of teaching reading to her colleagues in the EFL area based on her
own teaching experience.
50
Bowen, Ruth, and ruthb@fpt vn. "From Fields to Factories: Prospects of Young Migrant Women in Vietnam's Garment and Footwear Industry." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20081127.093004.
Full textAbstract:
The study explores the motivations and experiences of young single women migrating to work in the garment and footwear industries in Vietnam and the impact of migration on their lives and future prospects. The key issues investigated were the impact on the young women's working lives, their material and emotional well-being, agency and empowerment and personal life trajectories. Based on a questionnaire survey and interviews with young women factory workers in Hanoi, the research found that young women are motivated by the desire for a stable income and the lack of alternative employment options in rural areas, which are constrained by gendered patterns of vocational training and labour market opportunities. Migration into factory work brings young women increased incomes and opportunities for empowerment through a broadening of their horizons. As a result of migration young women gain confidence and increased capacity to achieve their personal life goals, and as such, are empowered by the experience. Their marriage opportunities, however, are limited by factory employment and this places young women at odds with the expectations of their families and rural tradition. How women negotiate this divergence from traditional work and marriage expectations in Vietnam has mixed implications for young women's well-being and empowerment, and calls for a reconsideration of the nature of women's empowerment as represented in gender and development discourse.