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1
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.
2
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.
3
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.
4
Tran, Hien Thi. "Moving towards communication-oriented language teaching at the primary English level: A Vietnamese perspective." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2573.
Full textAbstract:
Vietnam has been attempting to build its English learners’ communicative abilities to improve the country’s competitiveness in the global market. As a result, English language Teaching (ELT) reforms have been introduced in the educational system. Part of the reforms involves the implementation of mandatory primary English education following the Communicative Language Teaching approach (CLT) despite a difficult history of CLT implementation in English as a Foreign Language (EFL) contexts. Primary English teachers have been a critical challenge for the success of a communicative curriculum in Vietnam. Teachers’ CLT understanding and pedagogies from a socio-cultural perspective have been underresearched, especially those in the Vietnamese Mekong Delta region. In addressing this gap, this qualitative research, grounded in the Constructivist approach, aimed to explore how primary English teachers in the Vietnamese Mekong Delta understood and implemented CLT in their classrooms from a socio-cultural perspective. The research project targeted all public school primary English teachers in Phase 1 in one school district in the region through the use of an online questionnaire. Twenty-eight teachers participated in this phase, from whom eight were then purposively selected to voluntarily participate further in Phase 2. The purposive sampling was aimed to select a good representation of primary English teachers in the district regarding their genders, qualifications, training, and teaching experiences. Data collection for Phase 2 involved pre-observation interviews with individual teachers, in-class observations, and post-observations interviews with the use of stimulated video recall sessions. The major findings showed that there were misconceptions and/or contradictions in teachers’ activity systems. Teachers did not understand CLT theory and practice, or their understanding was incomplete. Although they claimed they taught in the direction of CLT, their actual pedagogies featured traditional approaches with a focus on teaching language forms and vocabulary and with excessive use of techniques from the Audiolingual Method, the PPP model, and the Grammar-Translation Method. The findings also revealed that teachers’ practices were driven by contextual factors such as Vietnamese educational traditions, needs from their ecological school communities, and their lack of sufficient and proper training of CLT pedagogies. Finally, teachers perceived both challenges and opportunities in moving towards communicationoriented language teaching. Proper and sufficient assistance needed to be provided to empower primary English teachers to fulfill the government’s goals in building students’ communicative abilities. Some of the assistance consisted of, but not limited to, ELT policy significant changes or adjustments, teachers’ professional development, improving teaching and learning conditions, and especially teachers’ agentic power to act towards desired goals. The research implies that a top-down ELT policy without involving and informing by all stakeholders will not work successfully and effectively. Another implication is that those who have direct influence on teachers, e.g., local educational officials and school leaders, will be able to shape their practices. Finally, the research implies that a pure version of Westernbased CLT cannot work well in the socio-cultural context of Vietnam without significant changes in the culturally embedded educational traditions.
5
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.
6
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.
7
Vu, Thao Thi. "Teaching Vietnamese as a second language to Indigenous preschool children in Lai Chau Province, Vietnam." Thesis, Vu, Thao Thi (2020) Teaching Vietnamese as a second language to Indigenous preschool children in Lai Chau Province, Vietnam. PhD thesis, Murdoch University, 2020. https://researchrepository.murdoch.edu.au/id/eprint/56157/.
Full textAbstract:
The long-term aim of this study is to gain a better understanding of the factors that influence the capacity of preschool teachers in teaching Vietnamese as second language (L2) to Indigenous children in Lai Chau province in Vietnam. The aim of the research is firstly to record and analyse preschool teachers’ beliefs about teaching L2, and secondly to analyse existing pedagogical practice in preschool classrooms where Vietnamese is taught to Indigenous children in Lai Chau. To achieve this, explanatory sequential mixed methods are employed to develop an in-depth understanding of the practice of teaching an L2 to Indigenous preschool children. The methods include surveys (n=286), interviews (n=6), and observations (n=6) of teaching Vietnamese language in preschools in Lai Chau Province. The findings from the study highlight the profound influence of cultural knowledge, teacher background and teacher experience. These three factors may cause both convergence and divergence between teachers’ beliefs and their practice. The study confirms that culture has a great influence on teachers’ beliefs and their teaching of Indigenous children. The cultural mismatch between teachers and students and their families leads teachers to blame the difficulties in teaching an L2 on children and their parents without considering their own teaching limitations. Based on the findings about teachers’ beliefs and their practice in the class, this research attests that espoused theories and practice do not always align. There is not a strict correlation between espoused theories and practice. The evidence demonstrated that in some cases, whilst teachers demonstrated good intuition, they were not sufficiently skilled in teaching an L2 to young children. Almost none of them had received formal training in pre-service education, although some had attended in-service training in L2 teaching.
8
Phan, Thi Thanh Thao. "Towards a potential model to enhance language learner autonomy in the Vietnamese higher education context." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/82470/1/Thi%20Thanh%20Thao_Phan_Thesis.pdf.
Full textAbstract:
This constructivist theory-led case study explored how the term language learner autonomy (LLA) is interpreted and the appropriate pedagogy to foster LLA in the Vietnamese higher education context. Evidence through the exploration of the government policies and the cases of three EFL classes confirms the interpretation that learner autonomy and language acquisition are mutually supported. The study has proposed project work as a potential model while demonstrating the role of the teacher and the use of target language as mediators to enhance LLA in the local context. Findings of the study contribute a theoretical and pedagogical justification for encouraging LLA in Vietnam and other similar contexts.
9
Do, Tom Hong. "Negotiated Identities of Second-Generation Vietnamese Heritage Speakers: Implications for the Multilingual Composition Classroom." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/581279.
Full textAbstract:
Grounded in interdisciplinary scholarship to include rhetoric and composition, applied linguistics, and heritage languages, my dissertation, Negotiated Identities of Second-Generation Vietnamese Heritage Speakers: Implications for the Multilingual Composition Classroom, is a qualitative study that explores how Vietnamese heritage speakers negotiate multiple identities in different social contexts. I define heritage speakers as asymmetrical bilinguals who were raised in a non-English speaking household but whose dominant language is now English. While findings from this study reveal that heritage speakers struggle to claim a linguistic identity because of discrimination from members of different Vietnamese communities, they nonetheless—through reflexive and interactive positioning—resist these communities' discriminatory practices by constructing and negotiating multiple identities that enable them to reimagine themselves as legitimate members of an imagined Vietnamese community. By focusing on speakers' negotiated identities, this dissertation departs from the traditional emphasis in heritage language and composition studies that equate language proficiency with cultural identity. Instead, it calls for a more nuanced understanding of identity formation that not only engages speakers' multiple spheres of belonging but also informs current pedagogical practices that seek to incorporate speakers' heritage languages as linguistic resources in the composition classroom.
10
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.
11
Vu, Ngoc Minh. "Teaching pragmatics in English as a Foreign Language at a Vietnamese university: Teachers' perceptions, curricular content, and classroom practices." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/16157.
Full textAbstract:
Pragmatic competence is an essential component in communicative competence (Bachman & Palmer, 2010; Canale, 1983). Therefore, teaching pragmatic knowledge plays an important role in a foreign language curriculum, particularly in teaching English as a Foreign Language (EFL). However, there exists a lack of literature about the teaching of pragmatics with little empirical research on teachers’ perceptions and classroom practices at the tertiary level in Vietnam. Informed by key constructs of three theories of symbolic interactionism (Blumer, 1969; Mead, 1934), cross-cultural/intercultural pragmatics (Kecskes, 2004; 2011; 2012; Kecskes & Romero-Trillo, 2013; Wierzbicka, 2003), and critical approach to language teaching (Kachru, 1992a; 1992b; 1997; 2006; Kirkpatrick, 1995; 2006; 2011b; Pennycook, 1994; 1999), this case study of a Vietnamese university attempts to investigate teachers’ perceptions of pragmatics, their pragmatic teaching, and pragmatic content presented in textbooks and the curriculum. Methods of data collection included questionnaire survey, interviews, focus group, classroom observations, and documents. Major findings include: (a) teachers’ understanding of pragmatic knowledge and its teaching varied, although all of them recognised the vital importance of teaching pragmatic knowledge to enhance EFL students’ communicative competence; (b) the way teachers taught pragmatic knowledge was influenced by how they learned pragmatics and their perceptions of pragmatics; (c) there was a dearth of pragmatic knowledge presented in the analysed textbook; and (d) teachers relied mostly on textbooks to teach pragmatics and encountered difficulties in teaching pragmatics because of their lack of pragmatic competence as well as methods to teach it. The implications of the above are considered and recommendations are made regarding teachers’ perceptions of pragmatics and its teaching, approaches to teaching pragmatics in particular and teaching EFL in general in a Vietnamese university or a similar context, teacher training and development, and designing materials and tasks from the perspectives of symbolic interactionism, cross-cultural/intercultural pragmatics, and critical approach to language teaching.
12
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.
13
Leung, Yan-kit Ingrid. "Functional categories in second and third language acquisition : a cross-linguistic study of the acquisition of English and French by Chinese and Vietnamese speakers." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82915.
Full textAbstract:
This thesis investigates non-native language acquisition of the verbal and nominal functional domains in Second language (L2) English and second/third language (L2/L3) French by Chinese and Vietnamese speakers. Six experimental studies are reported. Two current competing theories in the field of theoretical second language acquisition (L2A), namely, the Failed Features Hypothesis (FFH) and the Full Transfer Full Access (FTFA) model are compared and their applicability to third language acquisition (L3A) evaluated in the light of our data.<br>A version of the Minimalist Program is assumed in this work. Predictions based on FFH and FTFA are as follows: As far as L2A is concerned, both FFH and FTFA predict full transfer of L1 in the L2 initial state. With respect to L3A, FFH predicts the initial state to be L1 while FTFA predicts either L1 or L2. The two models diverge regarding their predictions on the L2/L3 transitional and steady states. In particular, FFH hypothesizes permanent "failure" and persistent L1 influence in L2/L3 interlanguage while FTFA hypothesizes full access and acquirability of target structures.<br>Three L2/L3 experimental studies on the verbal functional domain (i.e. tense and agreement) and another three on the nominal functional domain (i.e. the Determiner Phrase) were conducted. Subjects include Chinese monolingual learners of English, Vietnamese monolingual learners of French as well as Chinese-English bilingual learners of French. A variety of tasks were used to test the predictions made by the two models. Results demonstrate partial transfer of L1 in the L2 initial state and of L2 in the L3 initial state, and point towards full access in the L2/L3 steady states. These findings do not seem to be consistent with FFH. It appears that FTFA is a more viable theory for non-native language acquisition. We also contend that L3A is not simply another case of L2A.
14
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
15
Edmunds, Trevor. "Investigating perceptions of student engagement in class practices of Vietnamese learners of academic English." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/98111.
Full textAbstract:
Thesis (MA)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: Over the last 25 years socially-based SLA research has increasingly focused on contextual factors that constitute the local learning environments of learners of English as a second language in attempting to better comprehend the socially embedded nature of learning outcomes. These scholars have largely postulated language learning not only as the acquisition of linguistic knowledge in the abstract but rather as fundamentally constituted by participation in social praxis as situated within local sociocultural and institutional contexts. The emergence of „the social‟ in SLA research is especially significant to academic contexts in which learners belonging to diverse cultural and literacy traditions typically struggle to identify with target literacy practices of their academic communities. Drawing on a sociocultural approach and the community of practice construct, this thesis takes a qualitative approach. Through the analysis of teacher and student focus group data, this thesis sets out to illustrate learner and teacher articulations surrounding what constitutes learner engagement in an academic English program at an international university in Vietnam. The data collected in this study suggests that the focal learners perceived higher levels of learner engagement in learning contexts in which collaborative, dialogic activity was extensively integrated in the acquisition of target academic literacy practices. While the focal teacher articulations surrounding student engagement also took into account the importance of such collaborative class activity, the teachers did not attribute the same level of importance to it that the focal students did. This study concludes that teachers should extensively use activity frameworks within class that encourage group work in the learning of target academic literacy practices, especially academic reading and writing practices. Even where target practices will ultimately be elaborated and assessed on an individual basis, this study illustrates that collaborative dialogic frameworks seemed to provide students with opportunities to pool linguistic, content, and skills-related resources, thus allowing students to overcome learning difficulties associated with academic literacy practices. Ultimately, such activity frameworks appeared to mediate higher levels of student engagement within class activities, which students linked to more effective and enjoyable learning of academic English.<br>AFRIKAANSE OPSOMMING: Geen opsomming beskikbaar
16
Nguyen, Truong Sa. "The relationship between Vietnamese EFL students' beliefs and learning preferences and native English-speaking teachers' beliefs and teaching practices." Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/28488.
Full textAbstract:
This study examines the relationships between foreign language learning beliefs and preferences of 2 Vietnamese learners and beliefs and practices of 2 Native English speaking teachers in a private English school in Vietnam. The learners were not satisfied with learning English in public schools and had many expectations on the course and the teachers while the teachers had to make their learners pleased. Beliefs were reviewed as determinations of actions; beliefs entail knowledge, values, and attitude, and relate closely to identity and experience. The researcher adopted an interpretivist paradigm and three qualitative methods: Repgrid interview, Stimulated recall interview, and The COLT as an observation schedule. The interview data was coded inductively with content analysis method to build up the subjects’ beliefs and belief systems. Then, the systems were compared to find the relationships between their beliefs. To see how their beliefs related with learning preferences and teaching practices, the researcher analysed what they said and made use of the video record of their classroom activities; besides, the teachers’ beliefs were compared with the timing calculation of the activities in their classes. The results showed that beliefs about language learning affected strongly the participants’ preferred ways of teaching and learning and there were tight matches between the teachers’ beliefs and actions in class. There were influences of beliefs of the teachers and learners on each other, they were not direct influences but through their interpretations of the classroom events. However, the influences from the teacher were much clearer. After the course, the learners’ preferences and beliefs about some learning activities were changed and became more reflective. They also started to recognize the benefits of different ways of learning English. Meanwhile, the teachers’ interpretation of their learners’ expectations, learning preferences, and levels strongly affected what and how they taught.
17
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.
18
Nguyen, Ngan T. "West Wind Blows: Voices of Vietnamese Teachers and Students of English– A Case Study of Nha Trang University." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304001658.
Full text
19
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.
20
Ha, Dang Vu Thanh, and n/a. "How Vientamese ELICOS students build up their word stock : an empirical study." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060713.153439.
Full textAbstract:
The process of second language vocabulary acquisition (L2VA) is
investigated by looking at the learning, teaching, learner and
environmental factors that affect the ways that adult Vietnamese learners of English acquire, store and use words. Data were
collected by examination of informants' diaries, recorded classes,
free conversations, interview-questionnaires and regular
interviews during the English program. The data show that the
process of building up the mental lexicon is slow, long and
complicated. For adult learners coming from different English and
job backgrounds, full time classroom learning is the biggest and
most important source of L2 word input. It is also in this
environment that the word storage and recall mechanisms are
most facilitated. The L2VA process varies according to individual
learners at different levels, with different learning goals,
motivations, determination, areas of interest and word learning
methods.
It is hoped that the findings of the study help increase Vietnamese
teachers' awareness of how to teach English vocabulary
effectively and how to help learners work out individually suitable
word learning methods.
21
Huynh, Mai Trang. "La conscience phonologique des enfants vietnamiens: son développement, ses liens avec la lecture et l'écriture et l'impact d'un entraînement précoce." Doctoral thesis, Universite Libre de Bruxelles, 2013. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209389.
Full textAbstract:
De nombreux travaux menés dans diverses langues ont montré que la capacité d'analyse de la parole en unités élémentaires, ou "conscience phonologique", joue un rôle important dans le succès de l'apprentissage de la lecture et de l'orthographe. Qu'en est-il pour la langue vietnamienne ?La conscience phonologique peut-elle être considérée comme un prérequis du développement de la lecture et de l’écriture en vietnamien ?Deux études longitudinales ont été réalisées auprès d’enfants d’Ho Chi Minh Ville au Viet Nam afin d’examiner cette question. <p>La première étude a été menée sur 73 enfants qui ont été suivis de la fin de la 3ème maternelle jusqu'au milieu de la 2ème année primaire. L’objectif était d’évaluer le développement de la conscience phonologique des enfants et la relation entre celui-ci et le développement des capacités en langage écrit. Les résultats obtenus montrent que le développement de la conscience phonologique varie en fonction des unités linguistiques considérées. La rime s’est avérée être l’unité linguistique la plus difficile à catégoriser et la voyelle la plus difficile à substituer par rapport à la consonne initiale et au ton. Notre étude n’a pas mis en évidence de corrélations positives et significatives entre la conscience phonologique évaluée en maternelle et l’apprentissage du langage écrit en primaire. Cependant, le développement de la conscience phonologique est fortement corrélé avec celui des capacités de lecture et d’écriture dès la 1ère année primaire. <p>La deuxième étude a été réalisée auprès de 62 enfants suivis depuis la 2ème maternelle jusqu'au milieu de la 1ère primaire. Elle avait pour objectif d’évaluer un programme d’entraînement de la conscience phonologique. Ainsi, nous avons mesuré l’impact de cet entraînement sur le développement de la conscience phonologique et sur l’apprentissage ultérieur du langage écrit. Les résultats ont permis de mettre en évidence un effet bénéfique de l’entraînement précoce de la conscience phonologique sur les performances en langage écrit chez les enfants de 1ère année primaire. <p>Malgré l’absence de preuve claire en faveur d’une influence causale de la conscience phonologique sur l’apprentissage du langage écrit, nos données confirment l’importance de la conscience phonologique dans la découverte du principe alphabétique et l’application des conversions grapho-phonologiques au moment de l’apprentissage formel du langage écrit à l’école primaire. Ainsi, l’application d’un programme d’entraînement de la conscience phonologique durant la période préscolaire (troisième maternelle) apporte une préparation efficace pour l'apprentissage du langage écrit au début du cycle primaire.<p><br>Doctorat en Sciences Psychologiques et de l'éducation<br>info:eu-repo/semantics/nonPublished
22
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.
23
Ngo, Thi Thu Ha. "Argumentation et didactique du français langue étrangère pour un public vietnamien." Thesis, Lyon 2, 2011. http://www.theses.fr/2011LYO20042/document.
Full textAbstract:
Notre recherche a pour objectif d’améliorer la didactique de l’argumentation dans les classes de Français langue étrangère au Vietnam. L’étude s’appuie sur l’hypothèse que les étudiants participent à une culture où l’autorité est très importante et qu’il faut, par conséquent, mettre le problème de la relation des étudiants avec l’autorité à la base de leurs difficultés à entrer dans des discussions argumentatives. Dans cette perspective, parler, manifester son désaccord, traiter un désaccord dans une relation d’autorité et, surtout, dans une société marquée par l’autorité et le consensus n’est pas quelque chose d’évident. De même, savoir utiliser et critiquer l’argument d’autorité dans un échange argumentatif est censé être difficile.Notre travail s’articule sur quatre parties. La première repose sur le principe méthodologique selon lequel travailler l’argumentation en français langue étrangère suppose qu’on travaille aussi, en parallèle, la capacité d’argumenter comme capacité linguistique générale et la capacité d’argumenter dans sa propre langue, le vietnamien. Ensuite, la deuxième partie est consacrée à l’étude du langage argumentatif dans une perspective contrastive français-vietnamien. Nous tenterons de traduire en vietnamien des termes et des expressions qui sont, certes, très élémentaires, mais néanmoins susceptibles de poser à nos étudiants des difficultés de compréhension. La troisième partie s’intéresse à l’autorité et au raisonnement par autorité, qui joue un rôle déterminant dans la façon d’argumenter des Vietnamiens. Nous avons essayé d’expliquer pourquoi les Vietnamiens sont « sages » en interaction tout en rendant compte de la prégnance de la « préférence pour l'accord » en vietnamien, ce qui se manifeste clairement à travers des proverbes et des locutions traditionnelles, et de montrer comment cette tendance s'articule avec une pratique « dialectique » du langage, qui pèse toujours le pour et le contre et qui refuse la polémicité. Nous avons analysé une question actuellement très débattue au Vietnam : l’exploitation de la bauxite. Ce travail a un double objectif : il vise d’une part à illustrer la maîtrise de l’argumentation des Vietnamiens, d’autre part sert de fil de conducteur pour la quatrième partie. Cette dernière, par l’élaboration des unités didactiques portant sur des thèmes d’actualité, notamment la question du clonage, vise à proposer une nouvelle démarche d’enseignement/apprentissage en vue d’une amélioration de la didactique de l’argumentation dans les classes de français langue étrangère au Vietnam, démarche fondée sur l’appropriation des contenus argumentatifs, et remettant en cause la trop fameuse « passivité vietnamienne »<br>The aim of this dissertation is to improve the teaching of argumentation in classes of French as a foreign language in Vietnam. The study is based on the assumption that the Vietnamese students are influenced by a particular culture where authority is very important; therefore the difficulties in participating to argumentative discussions are attributed to inhibitions produced by a complex system of authority. In this perspective, expressing and taking on a disagreement in an academic context marked by authority and consensus, is never so simple. Similarly, knowing when and how to use or criticize the argument of authority in an argumentative conversation is supposed to be difficult.This dissertation is structured in four parts. The first is based on the methodological principle that to teach argumentation in French as a foreign language we have to teach the argumentation as a general language as well as the ability to argue in one’s mother tongue, here Vietnamese. The second part is devoted to study the argumentation language in a contrastive perspective French / Vietnamese. We have translated in Vietnamese words and expressions which are, although basic, difficult to understand for our students. The third section focuses on study of authority and reasoning by authority. We tried to explain why the Vietnamese are "soft" in interaction while reflecting the predominance of "preference for agreement" in Vietnamese. We have extensively analyzed a disputed issue on the exploitation of bauxite in Vietnam. This analysis aims both to demonstrate the intensity of the arguments in contemporary Vietnam, and, on the other hand, it lays the foundation for the fourth part of the dissertation. This last part develops teaching units on various topics of current interest (e.g. cloning), is to propose a new approach to teaching argumentation in French as a second language, grounded in the necessary appropriation of argumentative contents and casting doubt on the too famous “Vietnamese passivity”
24
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.
25
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.
26
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.
27
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.
28
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.
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
Le, Ngoc Hoa. "Mise en œuvre d’une pédagogie dialectique et constructiviste dans l’enseignement primaire du vietnamien." Thesis, Université Grenoble Alpes, 2020. http://www.theses.fr/2020GRALH003.
Full textAbstract:
La première étude consiste à explorer les croyances des enseignants du primaire vietnamiens concernant les manuels d’auto-apprentissage du projet VNEN, afin de déterminer dans quelle mesure les enseignants les soutiennent dans l’application des pédagogies constructivistes dans l’enseignement de la langue vietnamienne. Les résultats ont révélé une incohérence dans les convictions des enseignants concernant les rôles des manuels ciblés dans la direction des activités d’enseignement et d’apprentissage. Les inadéquations entre les manuels VNEN et leurs versions originales ont également été explorées. Enfin, les points forts et les points faibles du contenu et de la qualité physique des manuels ont été rassemblés et utilisés comme bases pour améliorer leur qualité.La deuxième étude vise à étudier les croyances des enseignants du primaire vietnamiens sur la pédagogie constructiviste dialectique approuvées par le Ministère vietnamien de l’éducation et de la formation dans le cadre de la réforme fondée sur le VNEN. L'étude a révélé une tendance à une interprétation simplifiée, même très différente des intentions pédagogiques d'origine des approches constructivistes dialectiques. En outre, une contradiction a été constatée entre ce que les enseignants ont pensé de l’instruction fondée sur le constructivisme et ce qu’ils ont réellement mis en œuvre dans leur classe. Les entretiens de suivi sur les observations en classe ont fourni les raisons et les compréhensions responsables du décalage entre leurs croyances exprimées et leurs pratiques d'enseignement.Dans la troisième étude, nous avons progressé dans la conception d’un modèle pédagogique aligné sur le constructivisme afin d’intégrer les caractéristiques constructivistes dialectiques dans l’enseignement de la langue vietnamienne. Cette étude se concentre sur la conception d’un modèle formel dans lequel les caractéristiques essentielles des pédagogies constructivistes dialectiques sont synthétisées avec les aspects essentiels de l’éducation et de la culture vietnamiennes. Le modèle conçu a été déployé en six leçons de lecture et utilisé dans l’étude expérimentale suivante.Dans le cadre d’une quatrième étude, la faisabilité du modèle d’enseignement du vietnamien primaire aligné sur le constructivisme et dialectique a été validée et évaluée au moyen d’une étude expérimentale. Les pratiques pédagogiques des enseignants ont montré des changements significatifs d’une manière traditionnelle d’apprendre à une manière constructiviste plus dialectique. Parallèlement, l’expérience a eu un impact positif sur les compétences en lecture des élèves et leur réflexion de haut niveau. De plus, les perceptions des enseignants sur les leçons dialectiques alignées constructivistes ainsi que leur proposition d’ajustement du modèle conçu ont été recueillies. Les défis de la mise en œuvre du modèle dans la culture et l'éducation vietnamiennes ont été perçus et discutés par les enseignants. Enfin, les élèves ont également montré leur attitude positive à l’égard des leçons conçues. Cette étude expérimentale a permis d'améliorer le modèle aligné sur les constructivistes et d'améliorer la qualité de l'enseignement de la langue vietnamienne au primaire afin de répondre aux nouvelles exigences de la réforme pédagogique en cours au Vietnam<br>In the context of the fundamental and comprehensive current reform of education in Vietnam, the need of determining the basic theories of education as well as the teaching and learning models has significantly grown. At the beginning of the 21st century, constructivism-based pedagogies have been carried into Vietnamese education through a model entitled Vietnamese Escuela Nueva (VNEN). Accordingly, a profound deployment of the constructivism-based pedagogical reform was required with the aim to establish learners’ competences rather than merely providing knowledge to them as was done in the traditional education. Whereas the competence-based curriculum aligned with the constructivist pedagogy has become a hectic preparation of the education reform in Vietnam, teachers’ beliefs toward the constructivism-based teaching and learning approach have attracted educators’ attentions. This research comprises four studies as follows.The first study is to explore the Vietnamese primary-school teachers’ beliefs regarding self-study textbooks of the VNEN project, in order to determine to what extent the teachers think the textbooks support them to implement the constructivist pedagogies in Vietnamese language instruction. The results revealed inconsistence in the teachers’ beliefs toward roles of the targeted textbooks in directing teaching and learning activities. The mismatches between the VNEN textbooks and their original versions were also explored. Finally, the strengths and shortcomings of contents and physical quality of the textbooks were collected and used as bases for improving their quality.The second study aims at investigating Vietnamese primary teachers’ beliefs on the dialectical constructivist pedagogy that is approved by Vietnamese Ministry of Education and Training (MoET) through the VNEN-based reform. The study found out a tendency of a simplified interpretation, even far difference from the original pedagogical intentions of the dialectical constructivist approaches. In addition, an inconsistence was unfolded between what the teachers thought about the constructivism-based instruction and what they actually implemented in their classroom. The follow-up interviews about the classroom observations provided the reasons and understandings that are responsible for the mismatch between their expressed beliefs and their teaching practices.In the third study, we a step forward in designing a constructivism-aligned instructional model in order to accommodate the dialectical constructivist features into the Vietnamese language instruction. This study focuses on describing the design of a formal model in which core features of dialectical constructivist pedagogies are synthesised with essential aspects of Vietnamese education and culture. The designed model was deployed in six lessons in Reading and used in the following experimental study.Through a fourth study, the feasibility of the dialectical constructivist-aligned model of teaching primary Vietnamese language was validated and evaluated through an experimental study. The teachers’ teaching practices showed meaningful changes for a traditional way of learning to a more dialectical constructivist way. Concurrently, the experiment had a positive impact on the pupils’ reading competences and their high-level thinking. In addition, the teachers’ perceptions about the dialectical constructivist-aligned lessons as well as their proposition for adjusting the designed model were collected. The challenges of the model implementation in Vietnamese culture and education were perceived and discussed by the teachers. Finally, the pupils also showed their positive attitudes toward the designed lessons. This experimental study brought opportunities to improve the constructivist-aligned model and enhance the quality of teaching Vietnamese language at primary education in order to meet the new requirements of the current pedagogical reform in Vietnam
32
Nguyen, Huong Tra. "Lisibilité des écrits scientifiques des Vietnamiens: étude de l'influence du vietnamien sur les mémoires en français des étudiants en agroalimentaire à Can Tho (Vietnam)." Doctoral thesis, Universite Libre de Bruxelles, 2013. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209380.
Full textAbstract:
L’exprérience d’enseignement et l’examen des mémoires en français des étudiants en Agroaliemtaire ont montré que nos apprenants produisaient souvent des phrases longues et peu compréhensibles à cause des erreurs morphosyntaxiques. En conséquence, les mémoires sont peu lisibles sur le plan linguistique. <p>De plus, nous remarquons des traces de la langue vietnamienne dans la production en français des étudiants. Or, les apprenants sont obligés de consulter les articles scientifiques en vietnamien de leurs enseignants lors de la préparation du mémoire. De plus, l’étude des articles montre que les auteurs formulent aussi des phrases très longues de plusieurs informations.<p>Ainsi, toutes ces constatations nous orientent vers une analyse contrastive des phrases longues en vietnamien des scientifiques avec celles trouvées dans les mémoires en français des étudiants. <p>Selon notre revue de littérature des recherches précédentes, des auteurs prédécesseurs mesurent la lisibilité d’un texte en se basant statistiquement sur la familiarité du vocabulaire, la longueur des mots, la longueur des phrases, ou la longueur des sous-phrases. <p>Toutefois, la mesure par le comptage du nombre de mots par phrase des auteurs semble inappropriée à notre travail par la différence des objectifs. <p>Nous avons donc essayé de trouver une unité de mesure de la longueur des phrases pertinente à notre propre corpus :« informations enchâssées ».<p>Selon les auteurs prédécesseurs, une phrase sera vue comme longue si elle contient plus de trois sous-phrases. Quant à nous, les phrases seront jugées longues si elles dépassent trois informations enchâssées. <p>Après la collecte des phrases longues, nous avons utilisé l’approche qualitative pour les analyser. Après l’analyse du corpus, nous avons obtenu des résultats suivants :la production des phrases longues ainsi que la présence des erreurs morphosyntaxiques dues à l’interférence du vietnamien constituent des caractéristiques typiques des mémoires des étudiants francophones à Can Tho. Ce sont ces traits représentatifs qui ont compromis la lisibilité des phrases de nos apprenants.<p>Face aux difficultés de nos apprenants, nous essayons de trouver quelques esquisses didactiques adéquates à notre propre public.<p><br>Doctorat en Langues et lettres<br>info:eu-repo/semantics/nonPublished
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Ha, Le Thi, and n/a. "A critical look at the written English component in Vietnamese tertiary EFL : with recommendations for the improvement of writing skills for teachers undergoing inservice ugrading courses." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060713.164330.
Full textAbstract:
This study attempts to investigate the teaching of written English in Vietnam
with special attention to the main problems encountered by teachers of
English at the main language institutions in the light of the literature and
practices in general ELT.
The first chapter is the introduction of the study. It covers the aim and scope
to be achieved in the study, and explains the sources of data to be used for
the study. Terminology of some phrases and abbreviations for convenient use
are also given.
Chapter 2 focuses on general ELT developments. Major trends in ELT and
their practices are brought into discussion. Then in the light of the literature
in ELT, the teaching of writing is taken into consideration. Being an
important component in ELT, the teaching of writing has to satisfy this need
of learners - the need for effective communication - without overlooking
correctness, accuracy and other features of good writing. However, there is
no single approach that can provide a perfect answer to all the learners'
problems.
Chapter 3 discusses the teaching and learning situation in Vietnam in three
stages from 1959 to 1986. It is made clear that the situation is not satisfactory
due to the methods, techniques, materials and the quality of teachers. Then
special investigation is made into the writing area. It is discovered that
complex writing is avoided because of the teachers' low standard and their
methods and techniques in teaching written English. Improvement courses
have been held, but they did not include writing programmes for teachers.
Chapter 4 analyses the main problems affecting the teaching of writing in
Vietnam, such as teachers' unawareness of language appropriateness and
correctness, their difficulty at discourse level and lack of cultural knowledge.
Teachers' misconceptions about errors and lack of methods and techniques in
dealing with errors also result in ineffective teaching.
In Chapter 5 some recommendations are made for teaching writing to
inservice teachers in the upgrading course. They focus on the methods and
techniques to be used in such a writing course. Some techniques for
composition correction are also suggested. Unfortunately, there is no single
book that is ideal for such a course. A selection of current writing
coursebooks is given in the hope that teachers will find material to suit the
needs of their students in them. The last recommendations are for teaching
academic writing which involves more sophisticated skills than writing on
general topics.
Finally the writer makes some comments on her own work and suggests
further research into the writing area.
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Blouin, Marie-José. "Entre culture d'enseignement et culture d'apprentissage : étude des représentations des enseignants de FLE sur leurs pratiques en milieu universitaire vietnamien." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE3043.
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Cette thèse porte sur les pratiques d’enseignement du français langue étrangère (FLE) en milieu universitaire vietnamien. L’enjeu est d’étudier ces pratiques à partir des représentations des enseignants afin d’appréhender dans leurs discours la part réservée aux méthodes d’enseignement qu’ils souhaiteraient employer au nom de référentiels théoriques issus du Cadre européen commun de référence pour les langues (CECRL) à partir desquels ils ont été formés et ce qu’ils disent faire réellement dans leurs pratiques de classe dans le contexte de la culture éducative locale. Le titre « entre culture d’apprentissage et culture d’enseignement » indique le lien dynamique, dialectique voire conflictuel entre l’héritage des habitus culturels qui s’expriment à travers des pratiques et méthodes traditionnelles d’enseignement-apprentissage et les influences occidentales qui proposent d’autres modèles dont le CECRL représente l’un des aspects pour apprendre et enseigner les langues. Pris entre ces modèles passés/présents, la question est de comprendre comment les enseignants appréhendent et actualisent leurs pratiques sachant que le gouvernement vietnamien privilégie des orientations d’inspirations occidentales dans le cadre de sa politique linguistique. Deux questions traversent cette thèse : 1. Quel est l’impact de la culture éducative et sociale sur ces pratiques dans le discours des enseignants au regard de ces choix ? 2. De quelles manières et jusqu’où s’approprient-ils ces références venues d’Europe pour adapter voire contextualiser des pratiques en les reliant à l’environnement local vietnamien ? D’un point de vue méthodologique, cette thèse privilégie une démarche qualitative et s’appuie sur un corpus d’entretiens semi-directifs auprès de quinze enseignants universitaires de FLE répartis sur les trois régions Nord, Centre et Sud du pays<br>This thesis is about French as foreign language teaching practices inside vietnamese academic community. Its purpose is to study these practices based on teachers’ representations in order to understand how they would use teaching methods closed to theoretical references of the Common European Framework of Reference for Languages - they were trained with their theoretical references - and what they actually they say they do in their classes practices inside the educational local culture. This title « Midway between cultural education and cultural learning » identifies the dialectics or contentious connection between the heritage of cultural customs which exists inside learning-education traditional methods and western influences as the Common European Framework of Reference for Languages which represents one of the methods to learn and teach languages. Between this past and present methodologies, the issue is to understand how teachers perceive their practices when we know that vietnamese government promotes western influences in its language policy. This thesis tries to answer at 2 questions : 1. What is the impact of educative and social culture in the way teachers teach ? 2. In what ways and how far they adapt these western influences to vietnamese local context ? In methodological way, this thesis gives priority to qualitative approach and bases on fifteen academic teachers of French as foreign language interviews based in North, Center and South Vitenam
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HONG, LY CAM, and 李錦紅. "The Phenomenological Study of Vietnamese Language Teaching and Learning in Taiwan." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/jp5eyg.
Full textAbstract:
碩士<br>實踐大學<br>應用外語學系英語溝通碩士班<br>106<br>New Vietnamese residents have gradually become one of the important ethnic groups in Taiwan. Vietnamese language, therefore, becomes popular in Taiwan and even seems to be the “native language” of some new second generation. Therefore, the demand for learning Vietnamese language is increasing. However, many schools lack professional Vietnamese language teachers to help learners properly learn Vietnamese language. In order to have further investigation in this trend and phenomenon, this study aimed to discuss and answer the following two research questions: (1) What are the motivations for Taiwanese to learn Vietnamese language? (2) What difficulties would Taiwanese encounter while learning Vietnamese language?
In this qualitative phenomenological study, 11 Vietnamese teachers and 22 Taiwanese Vietnamese language learners were selected as participants. Interview and observation were applied for data collection. This study is a qualitative phenomenological research. After all the data were transcribed, coded and classified, they were qualitatively analyzed. The results showed that learners’ main motivation was work, followed by their interest and curiosity, marriage, study abroad, voluntary service, and Vietnamese neighborhood. The main difficulties that learners encountered in learning Vietnamese language were speaking and writing, especially pronunciation and the use of personal pronoun. In addition, how to develop the most optimal materials for the variety of Nothern, Central, and Southern Vietnamese pronunciation and writing is a major challenge in the vigorous development of Vietnamese language learning.
This study explores the growing popularity of Vietnamese language learning through qualitative phenomenological study. It is hoped that the issues explored in this study will contribute to the learners and educators in both Taiwan and Vietnam, and enhance the overall quality of Vietnamese language education.
Keywords: Taiwanese Vietnamese language learners, Vietnamese language teachers, Vietnamese language, Vietnamese language learning motivation, Vietnamese language pronunciation, phenomenological research
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Ikeda, Myra Biju. "Administrative implications on the effects of prior language, socio-economic status, oral language proficiency rate, and age on second language acquisition." Thesis, 1988. http://hdl.handle.net/10125/9678.
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Nguyen, Binh Thanh. "An investigation of Vietnamese EFL teachers’ perceptions of intercultural competence and its application in high schools." Thesis, 2016. http://hdl.handle.net/1959.13/1317530.
Full textAbstract:
Research Doctorate - Doctor of Philosophy (PhD)<br>In an era of globalisation, the term <i>intercultural competence</i> has grown in popularity. <i>Intercultural competence</i> allows for effective communication among people from different cultural backgrounds. The Vietnamese Government has indicated that EFL (English as a Foreign Language) teachers should be preparing their students for effective intercultural communication in English. This study is an investigation of Vietnamese EFL teachers’ understanding of the term <i>intercultural competence</i> and the strategies they use in their classrooms to promote it. The study employed a mixed methods design, with data collected from surveys, interviews, and classroom observations. Participants were 337 Vietnamese EFL teachers in 39 high schools across standard schools and schools for the gifted in the two major Vietnamese cities, Hanoi and Ho Chi Minh City. The findings provided evidence that most teachers valued that aspect of the English curriculum. However, their understanding of the term <i>intercultural competence</i> was vague and superficial. They devoted little class time to developing students’ <i>intercultural competence</i>. Their focus was the study of the language itself because the content of the major examinations was the language itself. When teachers did focus on <i>intercultural competence</i> in their lessons, they usually transmitted cultural facts without paying attention to conversational skills and an understanding of differences in behaviours, attitudes, and values in different countries. However, there was evidence of good practice in teaching <i>intercultural competence</i> by teachers in schools for the gifted. Notably, teachers designed classroom activities that encouraged students to act independently, to seek out relevant knowledge for themselves. This approach challenged the more traditional model of passive students waiting for the teacher to transmit knowledge to them. The study has identified a number of factors hindering the effective teaching of <i>intercultural competence</i> in high school EFL classes. The thesis concludes with recommendations for three groups of stakeholders, government policy makers, teacher educators, and EFL teachers themselves, for ways to enhance the teaching of <i>intercultural competence</i> in high schools in Vietnam.
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THIEN, LU BOI, and 盧佩芊. "The Application of TPRS Method to Vietnamese Teaching for New Immigrant Children’s Heritage Language Learning." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/43376835857050185772.
Full textAbstract:
碩士<br>國立臺東大學<br>華語文學系碩士班<br>104<br>Increasing Vietnamese immigrant population in Taiwan and frequent economic and trade contacts between Taiwan and Vietnam have led to a strong demand for Vietnamese teaching and learning. However, research on Vietnamese curriculum design and implementation is quite limited.
TPRS（Blaine Ray, 1990）, combined TPR teaching method with stories, is a good way to enhance learner’s motivation through story telling. It can help achieve mastery through meaningful repetition by answering questions posed by teacher. Traditional Vietnamese teaching focused on word or sentence level; failed to give learners interesting language input, thus, this study tries to use stories to enhance students' interest in Vietnamese learning and also improve the learning efficiency. Language learning is also culture learning, however, Culture is often neglected in TPRS teaching. This study tries to improve TPRS method by integrating Vietnamese culture into language teaching.
Case study research method is used in this study. TPRS teaching is conducted in a Vietnamese class for immigrants’ children in Taitung County. Tools of data collection include teaching logs, observations, student questionnaires and diaries. The results obtained in this study are as follows:
First, the application of TPRS story written in Vietnamese Textbook principles is feasible. This method not only enhanced the interest of students but also helped teachers to teach and practice the story with students.
Second, implementing the teaching process and techniques of TPRS not only ensured student understanding but also enhanced their interest and participation.
Third, TPRS enhanced the effectiveness of teaching Vietnamese mainly through questioning techniques and thus significantly improved the learning opportunities for Vietnamese learners in the classroom to develop their ability in actual conversation.
Fourth, Vietnamese culture through Vietnam rhymes, Vietnamese cuisine and local names are integrated into the TPRS teaching so that students can not only recognize the language but also develop their in-depth understanding of culture. TPRS enhanced the effectiveness of teaching Vietnamese due to questioning techniques and significantly improved the learning opportunities of Vietnamese learners in the classroom.
In sum, this study has contributed to the introduction of TPRS into Taiwan’s Vietnamese teaching and also the integration of cultural aspects of language learning into TPRS teaching.
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CHUNG, HUI-YUAN, and 鍾惠媛. "The Demands of Professional Empowerment for New Immigrant Language Teachers – A Case of Vietnamese Teaching." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/b8ph52.
Full textAbstract:
碩士<br>國立暨南國際大學<br>東南亞學系<br>107<br>In recent years, the government has promoted the curriculum of the new immigrant language, and has faced some problems about teachers, textbooks, teaching methods and assessments. The consensus of the society on the curriculum of the new immigrant language has to be established. This study interviews the teaching staffs of the new immigrant language, in order to explore the situation related to the promotion of the curriculum of the new immigrant language, as well as to the current situation of the cultivation of the language teachers, the obstacles encountered, the problems faced by the teaching staffs, and the assistance required. Hopefully the government will understand the plights of the new immigrant language teaching staffs, and will formulate the measures for empowerment and counselling.
This study takes Southeast Asian new immigrant language teachers as the main research object; using qualitative research method, this study employs semi-structured interviews to collect data. It is hoped that the situation of the new immigrant language teachers' teaching scene can be better understood. The results are summarized as follows:
Firstly, new immigrant language teachers provide feedbacks, opinions and suggestions on training courses, such as: to extend training time span, to deepen the contents of the course, and to increase opportunities for trial teaching and exercises. Especially to the depth of the course contents, the opinions of the interviewees are as follows: 1. The training course is very helpful, but it is hoped that the level would be moderate. 2. To add the lesson of counselling skills. 3. To introduce some more cultures of Taiwan and Vietnam. 4. To increase the hours of operating computer and producing teaching plan. 5. To introduce important education policies of Taiwan. 6. To assist teachers to develop their classroom management skills.
Secondly, so far the ways of language teacher's teaching and the methods of assessment are limited; they can be increased.
Thirdly, the difficulties that the interviewees encounter are as follows: how to teach in mixed age classes, how to solve teaching problems, how to attend some more training courses, and how to deal with the problem of low salary.
Finally, some suggestions are presented for reference based on the results of this study: 1. To extend the time span of training courses, and to increase the part of trial teaching. 2. To heighten the threshold of obtaining certificates; and to divide the training courses into two stages, with a period of internship in each stage. 3. To give advice to the trainees right after their teaching demonstration. 4. To put difficult dialects of Vietnamese into textbooks. 5. To include the lessons of counselling problematic students and to give some examples in the elementary course. 6. To introduce Taiwan's education policies and cultures. 7. To allow the language teachers to teach in their own way, without interfering too much. 8. To advance the trainee's Chinese ability in order to improve the quality of teaching. 9. To provide the lessons of operating computer, of producing teaching plan, and of multimedia application. 10. To discuss the situations of the classroom management that might happen in the language class. 11. To increase the chances of teaching observation: to demonstrate different ways of teaching. 12. To include the lessons of students assessment in the training courses. 13. To make plans for teachers' further study and training.
With the empowerment, it would be helpful for the cultivation of new immigrant language teaching staffs.
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Nguyen, Thi Xuan Lan. "Applying computer-mediated collaborative learning into English foreign language classrooms at a Vietnamese university." Thesis, 2017. http://hdl.handle.net/1959.13/1335841.
Full textAbstract:
Research Doctorate - Doctor of Philosophy (PhD)<br>From the sociocultural perspective, as learning is viewed as a process of collaboration, this research investigates how the mediational tool, computer-mediated communication, assists English foreign language students to learn collaboratively. The research emphasises the efficiency of this application in supporting collaborative learning in English foreign language classrooms in Vietnam, in terms of enhancing learning outcomes, and learners’ and teachers’ attitudes towards the application. A multi-case study is conducted with English foreign language teachers and students from different faculties of a university in Ho Chi Minh City, Vietnam; three different treatments, including collaborative learning with computer-mediated communication, face-to-face collaborative learning, and traditional teaching methods, are examined within a semester. A number of data collection instruments including classroom observation, questionnaires, tests, peer reviews, group discussions and interviews, are designed to collect multi-type data from multiple resources. Findings from the research have confirmed the positive impacts of computer-mediated communication on collaborative learning, in which learners participate actively in learning, and become more responsible and autonomous for their own learning. With its unique features, computer-mediated communication is shown to foster learners’ participation and interaction and thus encourage collaboration. Significantly, both learners and teachers have positive attitudes towards this application, and would like to encourage it more in their future classes. Though fewer students participated in learning activities with computer-mediated communication than in face-to-face collaborative learning modes, and more students have positive attitudes towards face-to-face collaborative learning than computer-mediated communication, there is evidence that computer-mediated communication offers English foreign language learners opportunities for learning that are not possible in face-to-face collaborative learning mode or other traditional practices. Practically, computer-mediated communication provides learners more opportunities for communication among peers, to learn outside the classroom and to access authentic sources of knowledge and information on the Internet. However, computer-mediated communication has been found to affect the learning of different students in different ways, as learners from the social sciences and humanities group and business-finance-economics group participated more and have more positive attitudes towards computer-mediated communication practices than those from the technological science group. Furthermore, it cannot accommodate all language skills and thus cannot fulfil all English foreign language learners’ needs. Therefore, computer-mediated communication is suggested, not to replace, but to blend with other face-to-face teaching and learning practices, to ensure all learning demands are met, and teachers and learners are able to enjoy all benefits from both computer-mediated communication and face-to-face collaborative learning.
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THI, CHUYEN VU, and 武氏專. "The alternative question in Chinese Vietnamese language: Using Contrastive Analysis as a Reference Design in Grammar Teaching." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/y2ejg7.
Full textAbstract:
碩士<br>中原大學<br>應用華語文研究所<br>103<br>Abstract
In every languages, the interrogative is always a very important grammatical point; when students learn a language, they must first learn how to ask a question. There are numerous ways to make questions in Chinese, each way will bring different senses of language and effects. Many researchers have studied Chinese interrogative; however, they mainly study about the questions that utilize sentences to ask. Moreover, there is a type called "question choices" usually utilize for simple introduction. As a Vietnamese who is learning Chinese, I figured out that if we research intensively many types of sentence pattern in "Chinese question choice method", there is a fact that “Vietnamese question choice method” may compare with “Chinese question choice method”, especially in sentence patterns. In other words, according to the experience of myself, there will be some issues that affect the learning efficiency when people is learning “Chinese question choice method”. Therefore, the researcher decided to apply grammatical structure to find out the difficulties of Vietnamese in learning “Chinese question choice method”, in order to provide teachers and students references.
The researcher applied comparative analysis and error analysis method. The researcher firstly determined the differences and similarities between two languages by comparing all kind of sentences of two languages, then established preliminary assumptions. Assumptions of similar sentences were easy to create, it was more difficult for assumptions of different sentences to create. Subsequently, the researcher utilized survey to collect language materials. After analyzing these language materials, we would find out the correct-answered percentage and errors of sentences. After combining comparative analysis and error analysis together, we use Chinese question choice sentences to divide to three level of difficulty including: low difficulty, medium difficulty and high difficulty. Language materials analysis also showed that there were some mistakes of Vietnamese students when they learned Chinese question choices such as: omission (65%), blends (17%), mis-selection (12%) and misordering (6%). The researcher found out that the main reason leading to mistake is: mother tongue influences, the impact of textbooks and teaching methods, the impact of question types and the lack of Chinese vocabularies.
Last but not the least, from the high difficulty sentences, the author pointed out the suggestion of how to teach Vietnamese learning Chinese question choice method. Moreover, the author also recommend some materials in instructional design for teaching, in order to help professor improve teaching efficiency. The researcher hope that the results of this paper can be a good reference for teachers and students. There is some limitations in this research, the author hope that there will be opportunities to continue to improve and develop in the future.
Keywords: Chinese question choice method, Vietnamese question choice method, comparative analysis, error analysis, instructional design.
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Tran, Tuyet-Hanh, and 陳雪杏. "A Contrastive Study of Chinese and Vietnamese Adverbialsand the Application to Teaching Chinese as a Second Language." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/08072044985175737774.
Full textAbstract:
碩士<br>中原大學<br>應用華語文研究所<br>99<br>The adverbs in Chinese and Vietnamese are different. The Chinese learners whose first language is Vietnamese, always find difficulties in using Chinese adverbials, and therefore make lots of mistakes in adverbial clauses.
This thesis focuses on the comparison between the types and structures of Chinese and Vietnamese adverbials, and analyzes the difficulties and the errors that the Vietnamese students make while using Chinese adverbials. The steps of this research include reviewing previous literatures and research papers, collecting data about learner’s language, comparing the types and structures of Chinese and Vietnamese adverbials, and then conducting the data collecting of Vietnamese graduate students in an Institute of Technology in Taiwan, analyzing the errors made by the students, finding the causes, and applying the research findings to language teaching.
Through this research, the researcher finds out that the most common errors made the Vietnamese students are word order and omission. The causes are the negative influence of learner’s first language and the limited understanding of target language. Based on the research that has been done, the researcher proposes four steps of teaching Chinese adverbials. First, teaching adverbials that comes after the subject; second, teaching adverbials that comes before or after the subject; third, teaching adverbials that comes after the subject and before the predicate; and the last step is teaching the adjectival adverbials or the [adjective +地] adverbials.
The aim of this research is to assist the Vietnamese teachers of Chinese language to predict the difficulties of the students while studying Chinese adverbials, and using the teaching methodology that fits Vietnamese students well. On the other hand, the researcher hopes that this research will assist the Vietnamese learners of Chinese language （1） to overcome the negative effect of their first language influence while learning Chinese adverbials,（2）to reduce the difficulties of Chinese learning, and （3） to improve their Chinese language proficiency.
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Trang, Hoang Thi Huyen, and 黃氏玄妝. "The language characteristics of Ho Chi Minh’s Chinese poetry and its importance in teaching Vietnamese students Chinese as a second/ foreign language." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/96592924006127671015.
Full textAbstract:
碩士<br>國立高雄師範大學<br>華語文教學研究所<br>100<br>This research used the Chinese poetry of Ho Chi Minh, one of Vietnamese representative writers, to analyze the language characteristics and the cultural connotation which is reflected in the content of Ho Chi Minh’s Chinese poetry. Then, researcher investigated the importance of Ho Chi Minh’s Chinese poetry’s in teaching Vietnamese students Chinese language.
To get the purposes above, this research was based on the theories of language characteristic, fuzzy linguistic and comparative literature, the researcher used content analysis to investigate the language characteristics and the cultural connotation which is reflected in the content of Ho Chi Minh’s Chinese poetry and analyzed the characters and defects of Vietnamese translation. In addition, the questionnaire was used to look into the learning experience of Vietnamese students, the opinion of Vietnamese students and Vietnamese teachers of Chinese language about the importance of Ho Chi Minh’s Chinese poetry in teaching Vietnamese students Chinese language.
The first result is Ho Chi Minh Chinese poetry used some of vocabulary, phonological and sentence structures to emphasize the content of the poetry. Secondly, the author’s creative thought, specific content and themes indicate Chinese cultural connotation while the type of poetry and some other contents demonstrate Vietnamese culture. Thirdly, the Vietnamese translation of Ho Chi Minh’s Chinese poetry changes it’s original semantic structures, which cause many problems with understanding the original meaning of the poetry. The fourth result is teaching Vietnamese translation of Ho Chi Minh’s Chinese poetry emphasizes the strong spirit of Ho Chi Minh Chinese poetry and Ho Chi Minh’s patriotism much more than other contents, for example, the Chinese cultural connotation of Ho Chi Minh Chinese poetry. Otherwise, teaching Vietnamese translation limited students’ knowledge about Ho Chi Minh’s Chinese poetry. Finally, Vietnamese students and Vietnamese teachers of Chinese language confirm the importance of Ho Chi Minh’s Chinese poetry in teaching Vietnamese students Chinese as second or foreign language. However, there are still some differences between teachers and students’ opinion about important degree and respect.
At the end, the researcher made some recommendations for teaching Chinese as second or foreign language and future researching, which was based on the results we got above.
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Li, Guan-Zhen, and 李冠臻. "A study on the Teaching Process of the Task-Based Language Teaching on Motivating Vietnamese Students to Speak in a Joint Degree Program." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/5tw3c2.
Full textAbstract:
碩士<br>中原大學<br>應用華語文研究所<br>104<br>The objects of this study are Joint Degree Vietnamese University students; according to previous research to Joint Degree Vietnamese students, the students who fist came to Taiwan they couldn’t solve the daily problems in Chinese. On the other hand, students used their ability to express in Chinese but no one understood at all. It caused them afraid of speaking Chinese and reduced the confidence level. Contrary to this point, researcher used Task-Based Language Learning aiming to enhance student’ speaking motivation and confidence.
The research method of this study is single-case [holistic] designs, which are based on seven research objects in this class. Task-Based Language Learning is applied with 2 units(backpacking and daily life) for three weeks. Each week was conducted for two hours. Besides, data was collected via questionnaires, entry behaviors test, teacher’s teaching journals, students’ interview records and learning outcome test as other information to explain the results.
The results indicate the design of the Task-Based Language Learning to Joint Degree Vietnamese students should be valid. Student learned vocabulary and grammar through the class and applied in thier daily life. Also, the research results indicate the Task-Based Language Learning has develope students speaking motivation and communication skills effectively. Lastly, the study results are to serve as a reference regarding Task-Based Language Learning for teachers who aspire to teach Joint Degree Vietnamese students.
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Dao, Loan Hong Thi. "Foreign language acquisition : process and constraints." Phd thesis, 2007. http://hdl.handle.net/1885/147082.
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Davis, Kay Mathews. "Language and learning : a case study of a Vietnamese unaccompanied minor in a post secondary setting." Thesis, 1995. http://hdl.handle.net/1957/34590.
Full textAbstract:
This study was an ethnographic case study of a
Vietnamese unaccompanied minor in a post secondary setting.
There were two guiding questions for the study: (1) How
does the subject perceive language as it relates to
educational experience? (2) What kinds of observable
personality, cognitive, or affective factors have
contributed to his language and educational experience, and
in what way have they contributed?
The subject for this study was selected because he had
declared himself an unaccompanied minor and immigrated to
the United States as a young adult. He was an ESL student
who graduated from an American high school within two years
of arrival. He was deemed successful by the academic
community based on hours of completed course work and grade
point average. The subject was extremely motivated to
receive a four year degree, but was hampered by college
requirements in classes which required high levels of
English proficiency and competence.
The theoretical base for this research was
phenomenology. The subject, purposefully selected, was
observed for six months in three different classroom
settings: philosophy, physics, and English composition.
Validity/replicability was obtained through triangulation
of personal interviews and written questionnaires,
interviews with faculty and other college personnel, and
examination of artifacts such as school records, diaries,
and journals. With the exception of school records,
portions of artifacts are included in this thesis.
The subject exhibited unusual abilities to comprehend
complex written and oral material, relate information
across disciplines, and adapt to instructional requirements
and methodologies. Based on the results of this case
study, three hypotheses were generated:
1) Listening skills and memory/recall, or auditory
memory, appear to be essential to the subject's
academic success.
2) General information about learning styles and
strategies may be less useful than specific
strategy application in academic situations for
this subject.
3) Explicit, structured writing instruction may be
more useful than process writing for this subject.<br>Graduation date: 1996
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Nguyen, Thi N. M. "The cultural appropriateness of communicative language teaching : a case study of the EFL program implementation at a Vietnamese tertiary institution." Thesis, 2016. http://hdl.handle.net/1959.7/uws:37995.
Full textAbstract:
This thesis examines the cultural appropriateness of Communicative Language Teaching (CLT) in Vietnam, a question to which a sound research-based answer has been overdue. To provide insights into this issue, I conducted an “instrumental case study” (Creswell, 2012), considering the factors affecting the implementation of the English as a Foreign Language (EFL) program at a Vietnamese tertiary institution. Using Brumfit (1984) and J. C. Richards (2001a, 2001b) as conceptual frameworks, I examined those factors according to three sets of variables: societal and institutional factors, teacher and teaching factors, and learner and learning factors. Subsequently, the findings from the examination were related to the implicit requirements for CLT operationalization (Brown & Lee, 2015) in order to reveal the extent to which CLT could be implemented in the case study. The outcomes of this comparison of CLT in action versus CLT in theory were then interpreted in light of Hofstede’s cultural orientation framework (Hofstede, 1980, 1986, 1991, 2001, 2011; Hofstede & Hofstede, 2005; and Hofstede, Hofstede & Minkov, 2010). Employing a primarily qualitative research design, this study collected data by means of lesson observation to investigate the day-to-day operationalization of CLT at a university in Ho Chi Minh City. This classroom-based inquiry was supported by the employment of other research methods including questionnaire survey and semi-structured interview with students, lecturers, program administrators, and also with alumni and employers, and document analysis to ensure triangulation. Also, consultation with multiple stakeholders in the program implementation helped to achieve a multi-angle and in-depth understanding of the factors under study. The study found that CLT did not actually take place as set out by the program, and that attempts to implement CLT did not run aground simply because of superficial problems with Vietnamese EFL education such as large classes, knowledge-oriented exams and inadequate teaching and learning infrastructure. Rather, as was revealed through the lens of the Hofstedian dimensions, the operationalization of CLT principles was ultimately defined by less readily visible yet powerful drivers of the context of use (Vietnam), the culture of which is considerably different from those of the western countries from which CLT has been ‘imported’ into Vietnam. The culturally calibrated interpretation illuminates how endeavors to carry out CLT-oriented activities in the Vietnamese context can be ultimately affected by the overriding features running deep in the Vietnamese culture, including large power distance, collectivism, feminism, high uncertainty avoidance (in education), long-term orientation and restraint. With invaluable implications for the adaptation and implementation of CLT, the study recommends that local cultural context must be taken into consideration when attempting to reconcile the discrepancies that inevitably arise from the transfer of a teaching methodology from one culture to another.
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Ho, Thi Thu Huong. "The effect of digital apps on Vietnamese EFL learners’ receptive vocabulary acquisition : a case study of quizlet and paper flashcards." Thesis, 2019. http://hdl.handle.net/1959.7/uws:56576.
Full textAbstract:
The thesis aims to investigate the efficacy of a digital vocabulary learning application called Quizlet compared with that of a more traditional method, such as paper flashcards, among English as a Foreign Language (EFL) learners in Vietnam where the teaching and learning of English has been an object of concern for the government. Reports so far have recorded slow progress and official policies attempt to encourage improvement in the area including the use of digital media in teaching and learning. So it is legitimate to ask whether reliance on digital media in EFL education may be justified. This is the practical motivation of this project, which compares a digital tool and a more traditional tool used for the same purpose: the learning of the L2 lexicon.
The theoretical framework of the study is the Cognitive-Affective Theory of Learning with Media (CATLM) (Moreno & Mayer, 2007), and the evaluation framework used follows Miyamoto (2001) according to whom multimodal second language learning activities should be evaluated from three different perspectives:
the linguistic development in the learner, (2) the linguistic environment provided by the learning tool and (3) the learner’s perception on the learning tool. Consequently, this study examines two vocabulary learning tools, Quizlet and paper flashcards in terms of (a) actual learning outcomes; (b) input, output, interaction and feedback and (c) learners’ attitude.
This study follows a design including pre-test, training (two one-hour reading and vocabulary learning sessions per week for four weeks) and immediate post-test as well as delayed post-test. Participants in the study were an intact class of 39 high school students in Vietnam. They were divided into two groups. Approximately twenty new words selected from a reading passage were introduced to the students each week. As for the vocabulary learning tools, group A used Quizlet while group B paper flashcards for the first two weeks. Then, group A switched to paper flashcards, and group B Quizlet in the following two weeks. This method was used to counterbalance the order effect of using two different tools.
Data analysis included screen captures (Quizlet) and video recordings (paper flashcards) of six randomly selected participants’ learning activities during training sessions; improvements from vocabulary pre-tests to post-tests and; participants’ responses to a questionnaire. Results suggest that both of the tools have a positive influence on vocabulary learning. However, Quizlet appears to be more effective than paper flashcards in fostering vocabulary development. Additionally, Quizlet has various advantages over paper flashcards in terms of the linguistic environment provided for learning and meets students’ preference. However, paper flashcards do have some specific merits such as encouraging students to practise pronouncing words, which was not observed on Quizlet.
The research proposes that there is some justification to the belief that digital apps may elicit better results overall than some of the more traditional method for L2 vocabulary learning in English as a second language because they provide a greater variety of linguistic environments and because they can help meet the need for exposure to native English in the Vietnamese school system.
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Pham, Thach Ngoc. "Interpersonal interaction: a study of an online English language learning environment at a Vietnamese university." Thesis, 2015. https://vuir.vu.edu.au/29786/.
Full textAbstract:
This research is inspired by recent technological development in online language learning
in Vietnam. The main aim of this study was to investigate interpersonal interaction in an
online English language learning environment at a Vietnamese university. The key
aspects of interaction were explored including patterns, influencing factors and the
contribution of facilitated interactions to the learners’ English competence. A mixed
methods design guided the collection of the data. Salmon’s (2003) model of teaching and
learning online was adopted as the main theoretical framework to interpret the study
findings.
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Ma, Hong Anh. "From Testing to Active Student Learning: Vietnamese EFL Teachers’ Perception of Formative Assessment." Thesis, 2021. https://vuir.vu.edu.au/42894/.
Full textAbstract:
Assessment is integral to the teaching and learning process. The use of formative assessment and feedback for students is particularly conducive to language learning and teaching and is supportive of achieving language learning outcomes. However, in Vietnam, due to several factors such as large classroom size or insufficient in-class hours, Vietnamese language teachers generally place little emphasis on formative assessment. In recent years, Vietnamese teachers have re-evaluated the existing testing and assessment approaches and begun to recognise that constant feedback facilitates student-centered learning and promotes active learning. This qualitative study aims to examine the perceptions and in-class practices of formative assessment of Vietnamese EFL teachers in secondary schools, by means of semi-structured interviews with teachers, classroom audio recordings, and teachers’ reflective notes. The findings show that there is a shift of teachers’ focus from summative to formative assessment to varying degrees. Participating teachers also acknowledge in-class formative assessment practices via a cyclic process, and their formative assessment techniques are summarised in an inventory. The role of formative assessment in linking student language with classroom activities and therefore promoting active student learning in EFL classes is also discussed.