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Journal articles on the topic 'Vietnamese language teaching'
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1
Nguyen Hoang*, Phuong. "Cognitive Linguistics and Vietnamese Language Teaching." Noble International Journal of Social Sciences Research, no. 65 (October 20, 2021): 56–60. http://dx.doi.org/10.51550/nijssr.65.56.60.
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Vietnamese language teaching, or language teaching in general, is not out of serving the purpose of helping language learners understand, perceive and use that language the most accurately and efficiently as possible. In the process of the teacher’s teaching and the learners’ perceiving, there always appear the language barriers, the differences between the two languages, the two cultures that cause a lot of difficulties for both the learners and the teacher. This article proposes a method to deal with those difficulties, suggests some tips for language teaching based on the theory of Cognitive Linguistics in order to serve the best, the ultimate goal of language teaching and learning.
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Cuong, Le Khac. "Languages law in view of teaching Vietnamese as a foreign language." Science & Technology Development Journal - Social Sciences & Humanities 1, no. 4 (2018): 36–42. http://dx.doi.org/10.32508/stdjssh.v1i4.461.
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While teaching Vietnamese as a foreign language, teachers often face many questions of foreign students about Vietnamese. In addition, these questions are not easy to answer because of the complexity in terms of science. Many other questions are difficult to answer because of the absence of regulations in terms of Language Law in Vietnam. A few years ago, the issue of language law and language legislation has been raised. This paper mentioned only the difficulties in teaching Vietnamese to foreigners due to lack of strict regulations.
3
Thuy, Thuy Thanh. "Task-Based Language Teaching and its application in teaching “Business Vietnamese”." Science and Technology Development Journal 18, no. 2 (2015): 127–33. http://dx.doi.org/10.32508/stdj.v18i2.1199.
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The field of language teaching has undergone many shifts and trends with various approaches and methods invented. Recently, there has been a widespread interest in taskbased approach. The aim of the paper is to provide an overview of Task-Based Language Teaching, highlighting its advantages and possibility to apply the approach in teaching Business Vietnamese. The first four parts of the paper in turn present the definition of the term “tasks”, the framework for Task-Based Language Teaching and the role of teachers in Task-Based Language Teaching, as well as some tips for applying this approach. The following one introduces the application of Task-Based Language Teaching to teaching Business Vietnamese at the Faculty of Vietnamese Studies, University of Social Sciences and Humanties, Vietnam National University Ho Chi Minh City. An example of how to design tasks for the course is also included. The paper ends with some recommendations for further research on the application of Task-Based Language Teaching in teaching Business Vietnamese.
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Le, Minh Thi Hong. "The reality of Vietnamese language teaching and Vietnamese Studies education in Korea." Science and Technology Development Journal 18, no. 2 (2015): 70–80. http://dx.doi.org/10.32508/stdj.v18i2.1194.
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Over 20 years of Korea-Vietnam relationship, Korea has become the biggest investor in Vietnam, and Vietnam the forth on the list of Korea’s most important partners. There are over 135,000 Koreans living in Vietnam and out of 123,000 Vietnamese living and working in Korea, there are 40,000 Vietnamese wives to Korean husbands. Currently, in Korea there are 4 universities that have faculties or departments of the Vietnamese language or of Vietnamese Studies, with a large number of alumni who have successfully found jobs. Demand is higher than supply capacity. Vietnamese proficiency is not only essential to Koreans living and working in Vietnam and Korea-based companies with Vietnamese employees but also will be valuable to children of thousands of Korean-Vietnamese families in the coming years. The Ministry of Education of Korea has just announced a policy stating that the Vietnamese language will be one of the eight second languages in the national university entrance examination, which will bring to Vietnamese language teaching new opportunities and prospects.
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Thi Lieu Trang, Pham. "YẾU TỐ VĂN HÓA TRONG GIẢNG DẠY TIẾNG VIỆT CHO NGƯỜI NƯỚC NGOÀI TẠI KHOA VIỆT NAM HỌC, TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC HUẾ". TẠP CHÍ KHOA HỌC NGÔN NGỮ VÀ VĂN HÓA 2, № 2 (2018): 209–19. https://doi.org/10.63506/jilc.0202.231.
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Language and culture have an inseparable, organic relationship. Language is a means to convey culture and culture is contained in language. In communication, if cultural factors in a language are neglected, it is really difficult to for people to communicate successfully. Understanding this inevitable truth, foreign language teachers always pay attention to integrating culture knowledge into their lessons to achieve the best results of teaching and learning. This article is the result of an investigation of the real situation of integrating culture knowledge into the teaching of Vietnamese to foreigners at the Faculty of Vietnamese studies of University of Foreign Languages, Hue University. Based on the result of the study, we acknowledge the importance of teaching languages combined with culture and propose some good teaching methods.
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Anh, Lưu Tuấn. "Vietnamese Language Teaching For International Students in Vietnam Through Cultural Tourism Activities." International Journal of Social Sciences and Humanities Invention 6, no. 12 (2019): 5774–81. http://dx.doi.org/10.18535/ijsshi/v6i12.05.
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At the present, there are many researches on Vietnamese language teaching methods for international students. However, the study on the organization of cultural tourism activities for international students as a visual teaching Vietnamese method is almost rare. This article approachs the Vietnamese language teaching for international students in Vietnam through cultural tourism activities not from the perspective of teaching language or linguistics but from the interdisciplinary research perspective. Therefore, the article has certain practical and scientific values contributing to the system of studies on teaching Vietnamese for international students in Vietnam. The article’s content emphasizes the cultural messenger role of Vietnamese language teachers who directly teach and guide tours for international students in their interactions with learners. At the same time, the article also develops a process for the application of cultural tourism activities in Vietnamese language teaching to international students. The research methods used in the article include method of system-structuralism, observation method, material analysis method and interdisciplinary research approach. They will be appropriately and flexibly applied in the article to clarify the points that the topic mention.
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Cao, Hao Thi. "Integrating Culture in Foreign Language Teaching: Case of Teaching Vietnamese for Foreigners in Vietnam." Journal of Educational and Social Research 12, no. 4 (2022): 174. http://dx.doi.org/10.36941/jesr-2022-0105.
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Cultural integration in foreign language teaching is one of the ways to help learners develop language competence. In foreign language teaching, there have been many successful models of cultural integration. Vietnamese is also a foreign language of interest in some countries. In Vietnam, a cultural integration model in teaching Vietnamese to foreigners has been initially implemented with good results. The program was based on a number of culturally integrated teaching models to help foreigners learn Vietnamese effectively, including such elements as cultural experience (learning to sing folk songs and taking part in plays), and using literary texts (songs, proverbs). The purpose of this article is to report on a study of the effectiveness of this cultural integration program teaching Vietnamese to overseas students at the Thai Nguyen University of Education. The study involved scrutiny of documents, curricula and teaching methods, along with a survey of international students’ perceptions of three particular aspects of the program focused on cultural integration. The study also sought to gauge whether the Vietnamese language ability of the international student learners had been improved by engagement in the new program in comparison with student performance from the previous year. While such improvement was evident, the study offers suggestions for further improvement of the program.
 
 Received: 29 April 2022 / Accepted: 30 June 2022 / Published: 5 July 2022
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Thi Lieu Trang, Pham. "LỒNG GHÉP YẾU TỐ VĂN HÓA HUẾ TRONG GIẢNG DẠY TIẾNG VIỆT CHO SINH VIÊN NƯỚC NGOÀI ĐẾN HỌC TẠI HUẾ". TẠP CHÍ KHOA HỌC NGÔN NGỮ VÀ VĂN HÓA 3, № 2 (2019): 280–90. https://doi.org/10.63506/jilc.0302.201.
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Hue is a typical cultural sub-region of Vietnam. Therefore, when choosing Hue as a destination for learning Vietnamese, foreign students not only want to improve their language skills but also want to learn about the cultural identity of this land. Realizing that, many lecturers teaching Vietnamese to foreigners in Hue have focused on integrating the elements of Hue culture into the teaching process. This creates the positive effects for teaching and learning Vietnamese. This article is going to study the reality of integrating cultural elements of Hue into teaching Vietnamese, survey the lecturers as well as students. Thereby, we can discuss more about effective methods of language and culture teaching
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Hoang, Thu Quynh, and S. R. Pribylykh. "Language situation in Vietnam: linguistic characteristics and pedagogical capabilities." Vestnik of North-Eastern Federal University. Pedagogics. Psychology. Philosophy, no. 4 (December 27, 2023): 81–92. http://dx.doi.org/10.25587/2587-5604-2023-4-81-92.
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In this article, the authors examine the historical and current state of the languages of the nationalities of Vietnam, as well as the current situation in teaching foreign languages in the country. The history of the Vietnamese language begins from the 8th – 9th centuries and has undergone various changes. The researchers came to the conclusion that the Vietnamese language was formed from a mixture of many languages. The authors note that at the state level in Vietnam, much attention is paid to the problem of developing not only the state language, Vietnamese, but also to the problem of developing the languages of national minorities living both within the country and abroad. For this purpose, appropriate and effective policies are developed and decisions are taken accordingly. A consistent language policy at the present stage is developing in three directions: preserving the linguistic variety of the country, especially the languages of small nationalities; preserving the Vietnamese language in the country, as well as its promotion throughout the world; Learning foreign languages. Particular emphasis is placed on the analysis of the distribution and promotion of the Russian language in the state in the past and today, in general, and the teaching and learning of this language at the Hanoi University of Entrepreneurship and Technology, in particular. The development of specific projects for the dissemination of the Russian language and their implementation are gradually improving its current situation in Vietnam. The authors come to the conclusion that the language situation is constantly changing over time and this depends on a number of factors such as demography, linguocultural, socio-psychological development, etc.
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Nguyen, Nhan Trong, Peter Grainger, and Michael Carey. "Code-switching in English Language Education: Voices from Vietnam." Theory and Practice in Language Studies 6, no. 7 (2016): 1333. http://dx.doi.org/10.17507/tpls.0607.01.
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Why do bilingual language teachers and students switch between the two languages in their language classrooms? On the evidence of current research findings in relation to English-Vietnamese code-switching in the educational contexts of Vietnam, this article identifies that classroom code-switching between the second language and the first language has its own pedagogic functions and it can be a valuable language classroom resource to both teachers and learners. In Vietnam, the implementation of the monolingual approach of teaching English-through-English-only faces many challenges such as inadequate classroom resources, students’ low levels of English competence, motivation and autonomy, teachers’ limited English abilities, and inappropriate teaching methods. Many Vietnamese teachers of English support code-switching in the classroom and they teach English through the bilingual approach. English-Vietnamese code-switching is reported not to be a restriction on the acquisition of English; rather, it can facilitate the teaching and learning of general English in Vietnam. This practice of code-switching is not just due to a lack of sufficient proficiency to maintain a conversation in English; rather, it serves a number of pedagogic functions such as explaining new words and grammatical rules, giving feedback, checking comprehension, making comparison between English and Vietnamese, establishing good rapport between teachers and students, creating a friendly classroom atmosphere and supporting group dynamics.
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Loan, M. S. Đoàn Thị. "Teaching Vietnamese for Foreigners at Hung Vuong University – Approach from Practical Experience." Global Academic Journal of Humanities and Social Sciences 6, no. 03 (2024): 136–39. http://dx.doi.org/10.36348/gajhss.2024.v06i03.005.
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Teaching Vietnamese to foreigners has been a specific mission of the Faculty of Social Sciences and Culture and Tourism of Hung Vuong University for many recent years. In the Vietnamese language teaching programs for foreigners at Hung Vuong University, in addition to the main professional content directly related to Vietnamese language training, Vietnamese modules/modules are specialized such as culture and society. Vietnam, the country of study, customs and traditions... is an important and meaningful content, and there are specialized training modules in many different fields. From the perspective of implementing training in these specialized modules for foreign students at Hung Vuong University, the article shares some practical experiences in teaching.
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Nguyen, Thi Thuy Minh, and Gia Anh Le Ho. "Requests and politeness in Vietnamese as a native language." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 23, no. 4 (2013): 685–714. http://dx.doi.org/10.1075/prag.23.4.05ngu.
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This study examines requests in Vietnamese, a much under-researched language, with a view to expanding the range of languages under inquiry. Open role-plays in six scenarios with differing social power and perceived imposition levels were used to elicit requests from nine Vietnamese native speakers. Data were analyzed with reference to the categorization of Blum-Kulka, House and Kasper (1989) for level of directness, choice of request strategy and use of modification. The findings suggested that unlike requests in some European languages reported in the literature, requests in Vietnamese as a native language were realized predominantly by means of imperatives in equal power situations and query preparatories in low-to-high power situations, regardless of imposition levels. Requests were modified preferably by means of supportive moves such as steers and grounders, and lexical means such as address terms, honorifics, modal particles, and appealers. These findings are discussed with implications for cross-cultural communication and the teaching and learning of Vietnamese as a second language.
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Tuan, Do Anh. "INTELLIGIBLE PRONUNCIATION: TEACHING ENGLISH TO VIETNAMESE LEARNERS." VNU Journal of Foreign Studies 37, no. 1 (2021): 176. http://dx.doi.org/10.25073/2525-2445/vnufs.4666.
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L1 (first language) phonological transfer in L2 (second/foreign language) learning appears unavoidable; concerns are whether it is positive or negative and which strategies could help to deal with negative transfer. This paper discusses the exploitation of an innovative approach to English pronunciation teaching named the L1 point of reference (L1POR) approach, in which L1 phonological impacts on L2 pronunciation are taken into account in the teaching process. Teaching points and strategies to improve the intelligibility of Vietnamese-accented English are recommended with reference to the L1POR and literature in teaching English as an international language.
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Trang, Vo Thi Quynh. "Comparing the Order of Multi-Layered Modifiers in English, Chinese and Vietnamese in Language Teaching." Journal of English Language Teaching and Applied Linguistics 3, no. 6 (2021): 66–71. http://dx.doi.org/10.32996/jeltal.2021.3.6.9.
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From the cross-linguistic perspective and cognitive linguistic theory, this study has analysed the rules of multi-layered modifiers in English, Chinese, and Vietnamese, pointing out their common points and differences. Although all three languages belong to the SVO (subject-verb-object) type but modifiers in English and Chinese are in front of the core words, which shows that English and Chinese belong to the language in the left branch, but modifiers in Vietnamese, they are behind the core words which shows that Vietnamese belongs to the right branch. All the three languages have one thing in common, whether they are on the left or on the right branch, in which modifiers have the closest relationship with the core words that will stand nearest to them. Other modifiers that have a non-intimate relationship with the core words will stand further away from them. Thus, mastering this feature of the three types of languages will help in language teaching and learning.
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Tran, Vinh Thuy. "About the transmission of cultural knowledge in teaching Vietnamese to foreign students." Science and Technology Development Journal 16, no. 3 (2013): 97–107. http://dx.doi.org/10.32508/stdj.v16i3.1650.
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This paper discusses the relationship between language and culture, the goals and the approaches to convey culture in language teaching in order to improve linguistic competence and intercultural communicative competence for learners. The paper also presents a number of methods and contents to convey culture in teaching Vietnamese for foreign learners; to clarify the socio-cultural communication information, the typical utterances or behavior patterns which are used in communication as well as cultural features which are reflected in Vietnamese vocabulary; and at higher step to assist students in naturally expressing this sociocultural knowledge in the Vietnamese language.
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Zubtsova, Elena R. "“The Vietnamese language for beginners”. A new textbook: traditions and innovations." Russian Journal of Vietnamese Studies 6, no. 3 (2022): 79–83. http://dx.doi.org/10.54631/vs.2022.63-111106.
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The article presents a new textbook of the Vietnamese language for beginners, published in MSLU ("Vietnamese language for beginners: a textbook." In 3 parts). It meets the new requirements that the fundamental changes taking place in Vietnam, Russia and around the world put before teachers of the Vietnamese language. The article reveals the structure of the textbook and the basic principles of teaching on it.
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Thi Hien, Nguyen, та Tran Thi Bich Thuy. "SO SÁNH HÀNH VI CẦU KHIẾN TIẾNG NGA VỚI TIẾNG VIỆT TRONG GIÁO TRÌNH DẠY NÓI CHO SINH VIÊN CHUYÊN NGỮ GIAI ĐOẠN ĐẦU". TẠP CHÍ KHOA HỌC NGÔN NGỮ VÀ VĂN HÓA 4, № 3 (2020): 342–54. https://doi.org/10.63506/jilc.0403.145.
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The article concerns the contrastive comparison of the directive speech acts in the Russian and Vietnamese languages in order to find out the similarities and differences in terms of structure and semantics between the two languages. Using materials from the Russian Speaking textbooks and from Vietnamese literature, the article tries to clarify the concept, categorize and describe expressions of directive speech acts in Russian and Vietnamese. The results of the study will optimize the teaching of speaking and writing skills of the students majoring in Russian during the early stage of their language learning
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Phuong, Vo Tu. "Similarities and differences of duplicity in english and vietnamese." Práticas Educativas, Memórias e Oralidades - Rev. Pemo 5 (September 17, 2023): e10875. http://dx.doi.org/10.47149/pemo.v5.e10875.
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Duplicity is a phenomenon that occurs when two or more words have the same tone or grammatical structure. The same language is used in many different languages, including in English and Vietnamese. In this article, the author focuses on researching the similarities and differences of duplicity in English and Vietnamese. Like other languages, in addition to the univesal rules, in English there are many "abnormal" phenomena that make users feel "absurd", "contradictory", including the phenomenon of coincidence. language. To show the validity as well as the value of these "unusual" structures is a difficult but extremely interesting problem, requiring research and clarification. In this article, the author will focus on clarifying the following issues: research on theoretical basis; Point out the similarities and differences of the phenomenon of duplicity in English and Vietnamese; Application of duplicity in learning and teaching English and Vietnamese.
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Triet, Nguyen Minh. "Examining the Effectiveness of Teaching Vietnamese Language among Ethnic Minority Primary Students in Son La Province." Journal of Education 7, no. 3 (2024): 20–29. http://dx.doi.org/10.53819/81018102t4296.
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The Vietnamese language is the common language of different ethnic groups and also it is the official language used in the education sector. The development of the language skills of ethnic minority children is a fundamental issue in the development of education in ethnic regions. The main research question is; how effective are the current strategies in teaching the Vietnamese language to the ethnic minority primary students in Son La province? The methods used are collecting secondary documents, analyzing, and evaluating the situation. Data from the 2020-2021 and 2021-2022 school years show that ethnic minority students in primary schools in Son La province still face certain limitations in language proficiency when learning Vietnamese. The level of Vietnamese usage among ethnic minority students outside the classroom is 45%, and at home is only 5%. Based on the current situation, this article aims to propose some solutions to help ethnic minority primary school students in Son La province overcome language barriers, especially in light of the new requirements of the 2025 General Education Program, and to provide educators and teachers with guidance on building and selecting content as well as teaching methods that are more suitable for learners. Keywords: Ethnic Minorities, Primary Students, Language Barrier, General Education Program, Vietnamese Language, Son La Province.
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Vu, Duy Van, and Elke Peters. "Vocabulary in English Language Learning, Teaching, and Testing in Vietnam: A Review." Education Sciences 11, no. 9 (2021): 563. http://dx.doi.org/10.3390/educsci11090563.
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This review paper aims to provide an overview of vocabulary in English language learning, teaching, and testing in Vietnam. First, we review studies on the vocabulary knowledge of Vietnamese EFL learners. Recent research evaluating different aspects of vocabulary knowledge shows that Vietnamese EFL learners generally have limited knowledge of both single words and formulaic language. Next, we discuss contemporary approaches to teaching vocabulary in Vietnam to reveal current issues and provide relevant recommendations. Empirical studies on Vietnamese EFL learners’ vocabulary acquisition are also discussed with an aim to shed light on how vocabulary can be acquired by Vietnamese EFL learners and subsequently draw important pedagogical implications. In addition, we look into the lexical component of high-stakes English tests in Vietnam, calling for more attention to the lexical profiles and lexical coverage of those tests. Finally, we provide concluding remarks and research-informed recommendations for EFL vocabulary learning and teaching in Vietnam to elaborate on how vocabulary can be effectively learned and taught.
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Nguyen, Ngoc Hong. "Vietnamese EFL teachers’ approach in employment of Communicative Language Teaching (CLT) via synchronous online learning." International Journal of English Literature and Social Sciences 9, no. 5 (2024): 324–35. http://dx.doi.org/10.22161/ijels.95.42.
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With the advent of technology-enhanced learning, research emphasizes the pivotal role of teachers’ beliefs in shaping their implementation of Communicative Language Teaching (CLT), whether in traditional or virtual classroom. Nevertheless, little investigation has been conducted concerning Vietnamese EFL teachers' beliefs, especially those working in language centres and private teaching, with regards to CLT and their implementation of this approach in online contexts. This research aims to explore the universal beliefs towards CLT among Vietnamese teachers as well as their methods to apply the approach into their virtual classrooms. A mixed-methods approach, with a combination of an online questionnaire and semi-structured interviews, was adopted to generate both generalised and in-depth data from Vietnamese EFL teachers. Findings showed that Vietnamese teachers have positive beliefs towards the principles and characteristics of CLT despite certain misconceptions regarding the importance of teaching grammar and a preference for teaching speaking skills. Moreover, they demonstrated a noticeable dedication as they apply certain teaching strategies and activities associated with CLT during their virtual classes. Accordingly, the research revealed a strong link and alignment between teachers' beliefs and their implementation of the approach in virtual classrooms. The research also highlighted the relevant obstacles faced by Vietnamese teachers when adopting CLT online and potential solutions to these problems.
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Thang, Thu Trang. "Using Educational Games in Teaching Sentences and Sentence Components Vietnamese Language for Grade 4." ISRG Journal of Education, Humanities and Literature (ISRGJEHL) I, no. V (2024): 119–23. https://doi.org/10.5281/zenodo.13990412.
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<strong>Abstract</strong> <em>The curriculum for teaching sentences and sentence components in Grade 4 aims to form and develop students' habits of using words correctly, speaking and writing in sentences, being aware of using cultural Vietnamese in communication, developing logical thinking, and fostering positive emotions in students. Teaching this content in Grade 4 will be more effective and engaging if educational games are used appropriately and scientifically. This article will focus on studying the use of several educational games in teaching sentences and sentence components in the Grade 4 Vietnamese language program.</em> <strong>Keywords:</strong><em> sentences and sentence components, educational games, Grade 4 Vietnamese.</em>
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Le, Thi Thuy Vinh. "Building an Idiomatic Data System Teaching Vietnamese for Foreigners." International Journal of Social Science and Human Research 07, no. 04 (2024): 2472–78. https://doi.org/10.5281/zenodo.10984174.
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Vietnamese idioms are a "special synthetic form of folk knowledge" (Cao Huy Dinh), which contains elements of language, culture, and customs imbued with national identity. For teaching Vietnamese to foreigners, teaching idioms is considered a quite difficult category, and one of the basic reasons is that teaching this vocabulary unit has not been given due attention. To help learners master and use idioms fluently in communication activities, thereby understanding Vietnamese most deeply and essentially, the report raises the issue of building an idiom corpus system to Teach Vietnamese to foreigners at intermediate and advanced levels. This is an important and necessary step to help instructors choose idioms appropriate to the cognitive level of foreign learners.
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Ho, Tran Ngoc Anh. "DESIGNING SCALE TO EVALUATE THE VIETNAMESE GRAMMAR COMPENTENCE FOR ETHNIC MINORITY STUDENTS." UED Journal of Social Sciences, Humanities and Education 10, Special (2020): 133–40. http://dx.doi.org/10.47393/jshe.v10ispecial.846.
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This article presents the concept of Vietnamese grammar competence and the process of designing the Vietnamese grammar compentence scale for ethnic minority students. Determining a grammar competence benchmark will help teachers to better communicate their knowledge to students and develop appropriate teaching strategies to develop learner competencies. Based on the actual situation of teaching Vietnamese as a second language, the standard for evaluating Vietnamese grammar competence is specifically described into 6 levels. Grammar competence is made up of 3 components: the ability to identify, analyze and use grammatical structures; capacity to identify and analyze semantic and pragmatic aspects of grammatical structures; ability to apply grammatical structures in specific communication contexts. Each component is subdivided into behavioral indicators and sets of performance criteria that meet those behavioral indicators. The scale after design is used as a basis for developing tools to assess the grammar competence of the ethnic minority students in Vietnamese language teaching.
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Quoc Hoang. "An investigation into secondary school students’ understanding and use of Sino-Vietnamese words in philology learning activities." International Journal of Applied Research in Social Sciences 6, no. 12 (2024): 2833–46. https://doi.org/10.51594/ijarss.v6i12.1740.
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Sino-Vietnamese words make up a significant portion of the Vietnamese vocabulary and play an important role in the language. However, understanding and using Sino-Vietnamese words effectively is challenging due to their complexity, especially for middle school students. This often results in students misunderstanding the meanings of Sino-Vietnamese words, using them incorrectly (in both speech and writing), or overusing them. Many students have yet to fully grasp the role of the Vietnamese language in general, and Sino-Vietnamese words in particular, in both daily communication and academic activities. Additionally, teaching methods and the qualifications of teachers also influence the quality of literature teaching and learning, particularly with regard to Sino-Vietnamese words in schools today. This study surveyed 300 seventh-grade students across three schools located in different regions: Ho Chi Minh City, Dong Nai Province, and Binh Duong Province. The research utilized a combination of questionnaires and classroom observations. Based on the collected data, the study assesses the current level of students' understanding and use of Sino-Vietnamese words. The findings provide a scientific basis for proposing teaching methods aimed at improving middle school students' ability to comprehend and use Sino-Vietnamese words, in alignment with the 2018 General Education Program. Keywords: Sino-Vietnamese Words, Linguistic Competence, Linguistic Performance, Secondary School Students, Southern Vietnam.
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Nguyen Tu, Dr Quyen, Hang Ngo Thuy, Hue Hoang Thi, Huyen Nguyen Thi Ngoc, Ngan Luc Dieu, and Ngoc Vu Minh. "THE RHETORICAL DEVICE OF REPETITION IN LITERARY TEXTS IN VIETNAM'S GRADE 5 VIETNAMESE LANGUAGE TEXTBOOK." International Journal of Education and Social Science Research 08, no. 03 (2025): 107–16. https://doi.org/10.37500/ijessr.2025.8309.
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In literary texts, the use of repetition as a rhetorical device contributes significantly to artistic expression. This article compiles, categorizes, and analyzes the roles of lexical and syntactic repetition in literary texts found in the Grade 5 Vietnamese language textbook of Vietnam. The aim is to provide teachers and students with a deeper theoretical foundation regarding this stylistic device, thereby facilitating the teaching and learning of reading comprehension in Vietnamese language classes and meeting the demands of current educational reform
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Huynh, My Linh. "<span>Using teaching facilities to support Khmer ethnic students at some primary schools in Soc Trang, An Giang and Dong Thap in learning Vietnamese</span>." Dong Thap University Journal of Science 13, no. 3 (2024): 96–105. http://dx.doi.org/10.52714/dthu.13.3.2024.1252.
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This article studies the use of visual teaching aids in supporting Khmer students at some primary schools in Soc Trang, An Giang, and Dong Thap provinces to learn Vietnamese well. Specifically, the article points out the influence of mother tongue on pronunciation and word use of Khmer students at some primary schools in Soc Trang, An Giang and Dong Thap provinces in learning Vietnamese. It also shows that visual teaching aids can facilitate stundents learning to read, write, speak, and narrate in Vietnamese language, and makes clear the demand for visual support of Khmer students in some schools when learning Vietnamese. From those results, the author proposes the measure related to using visual teaching aids in teaching reading, writting, speaking, and storytelling in Vietnamese for Khmer students at some surveyed primary schools. This study used theoretical research methods to find out the influence of mother tongue on learning Vietnamese of Khmer primary school students, collected information about mispronunciation and the need for visual support of 80 Khmer students in Soc Trang, An Giang and Dong Thap provinces. The results show that students' pronunciation and word use errors are related to the similarities in sounds and meanings of the two languages, and the rate of needing visual support to learn Vietnamese is very high. Therefore, the article proposes to use visual teaching aids to support Khmer primary school students at the above provinces in learning Vietnamese with some specific instructions and examples. The study has limitations on the size of the survey sample and will be improved in next studies.
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Do Lan Phuong. "Vietnamese English Teachers’ Perceptions of Culture in ELT Materials in Vietnamese Universities." Education and Human Development Journal 5, no. 2 (2020): 1–21. http://dx.doi.org/10.33086/ehdj.v5i2.1540.
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As one of the main purposes of using English today is for international communication and globalisation, English has been mainly used among bilingual speakers of English who come from different ethnic and cultural backgrounds (McKay, 2006; Sharifian, 2014). In such multinational and multicultural contexts, today English learners have to deal with not only linguistic barrier, but also cultural barrier. Therefore, it is crucially important that they are provided with multicultural knowledge and cross-cultural awareness. However, so far, there has been little research into the perceptions of English teachers towards culture used in ELT materials in EFL contexts. Therefore, the research aims to identify how seven Vietnamese teachers of English in two universities in Hanoi, Vietnam perceived culture and the role of culture in language teaching. This paper also seeks to explore how their perceptions influenced the way they taught culture in their English class and the way they adapted and developed ELT materials for their students with the hope that it will provide useful and practical suggestions for developing appropriate ELT materials for EFL teaching contexts. The research is based on a qualitative research which applies mostly in-depth, semi-structured interviews and document analysis. The data of this research reveals that most participants recognized the close and interrelated relationship between language and culture and the crucial role of culture in language teaching. They also identified the important role of English as an international language and cultural differences in ELT materials. Realizing a cultural gap in most of the materials they taught, they tried to adapt the materials based on their students’ needs.
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Nguyen, Phuong H. "Teaching Vietnamese Writing to Foreigners With Interactive Viewpoints." Theory and Practice in Language Studies 12, no. 10 (2022): 1989–94. http://dx.doi.org/10.17507/tpls.1210.05.
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Interactive communication is a key feature of the information age. Forms of communication that were thought to be one-way, such as television and book, becoming interactive along with the growth of digital, mobile devices, Internet, computers. Developed technology and updated media have created more chances for interactive communication throughout social classes, media, disciplines, cultures, places and also times. Pedagogically, writing has been increasingly perceived as inherently social and interactive. It involves more than just creating, organizing, translating ideas into texts. Basically, each act of writing is an interactive phase, ideally manifesting as intertextuality, with a particular academic establishment or discipline represented by its specific foundations, problems, and precursors. For those motivations, we have researched the application of interactive viewpoints into teaching Vietnamese writing for foreign students. Within this, we clarify the concept of interactive writing, propose techniques for teaching, criteria for assessing the interactive Vietnamese writing skills of foreign students, to apply in the teaching process and in testing and assessing activities. The results also have the prospects for developing interactive Vietnamese writing textbooks for foreigners as well as criteria for assessing the interactive Vietnamese writing competency tests.
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Hoang, Quoc. "Studies on Understanding and Using Sino-Vietnamese Words Among High School Students in Southeast Vietnam." Technium Social Sciences Journal 66 (December 7, 2024): 381–98. https://doi.org/10.47577/tssj.v66i1.12030.
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Sino-Vietnamese words make up a significant portion of the Vietnamese language—over 60%—and play a crucial role in its vocabulary. However, understanding and effectively using Sino-Vietnamese words can be challenging due to their complexity. This difficulty is especially pronounced for students, often leading to misunderstandings, incorrect word usage (in both speaking and writing), and overreliance on these terms. Many students lack awareness of the role language plays in communication and in studying Literature, resulting in a detached attitude toward the subject, with some even taking it lightly in school. Additionally, teaching methods and teacher expertise influence the quality of Literature education, particularly regarding Sino-Vietnamese vocabulary. This study surveyed 600 tenth-grade students from eight high schools across four provinces and cities in Southeast Vietnam. A combination of questionnaires, observations, and in-depth interviews was used to gather data. Based on the findings, this research highlights the current state of students' comprehension and use of Sino-Vietnamese words and proposes practical solutions to improve the teaching and learning of Vietnamese language and literature, with a special focus on Sino-Vietnamese vocabulary.
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Ly, Cong Khanh. "English as a Global Language: An Exploration of EFL Learners’ Beliefs in Vietnam." International Journal of TESOL & Education 3, no. 1 (2022): 19–33. http://dx.doi.org/10.54855/ijte.23312.
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In the era of globalization, the English language has been considered a global language that plays a vital role in many countries. This research paper discusses the beliefs of EFL learners related to the significance of English in Vietnamese contexts. These language perceptions consist of Vietnamese students' attitudes toward the importance of English in Vietnam, their motivations for learning English, and the status of English teaching and learning in Vietnam. Data collected from the questionnaire with the contribution of 514 participants from 4 universities in Ho Chi Minh City has been analyzed for shedding light on the issues of language beliefs. The results indicate that English is regarded as a prevalent international language. To have better job opportunities and to gain competitive advantages are the two main reasons why Vietnamese students learn English. The focus on exam-oriented teaching and learning of English, however, is still prominent in the educational environment in Vietnam. Finally, although communication in English is still a problem of Vietnamese EFL learners, English is expected to become a second language in Vietnam in the near future.
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Ngo, Cam, LaVelle Hendricks, Tara Tietjen-Smith, and Quynh Dang. "Teaching Content Using English as a Medium of Instruction at Universities in Vietnam: Issues and Solutions." Asian Education Studies 3, no. 1 (2018): 13. http://dx.doi.org/10.20849/aes.v3i1.304.
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In the globalization era, English is becoming the official international language. This originates from the importance of English in the stages of integration, internationalization, and globalization. English is the language of computer science, economics, science, and technology. Actually, future Vietnamese scientists not only need to grasp the knowledge of their specializations in the Vietnamese language but also to be able to expand the international relationships with their foreign counterparts and take advantage of opportunities for joining scientific projects with their colleagues from developed countries, so that they can contribute to the global achievements of science. For that, they need to possess a good command of the English language. For aforementioned reasons, English should be used as the medium language for content instruction at Vietnamese universities. Using English as a Medium of Instruction (EMOI) becomes a necessity at Vietnamese universities on a large scale. In terms of majors and schools, priority can be given to such fields as industry, economics, technology, and natural sciences.
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Linh, Nguyen Thi Dieu. "Analysis of proverbs with an ethno-cultural component in the teaching of Vietnamese audience." Vestnik of Saint Petersburg State University of Culture, no. 3 (60) (2024): 175–81. http://dx.doi.org/10.30725/2619-0303-2024-3-175-181.
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The relevance of the study stems from the need to include proverbs with an ethno-cultural component in the teaching of Vietnamese students of humanities department who are learning Russian as a foreign language. The results of a study conducted in classes on teaching proverbs with an ethno-cultural component to Vietnamese students are presented. The central concept in this study is the definition and analysis of linguistic cultures in proverbs, as well as identifying the attitudes of Vietnamese students after studying them. As a result of the study, groups of linguistic cultures in proverbs were identified. This helps to expand their background knowledge and serves as the basis for creating exercises at a subsequent stage of teaching proverbs. Additionally, a cheerful outlook of students towards both the studied and native languages is fostered, based on shared interests.
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Vũ Thị Hà. "A CONTRASTIVE ANALYSIS OF TEMPORAL NOUNS’ GRAMMATICAL FEATURES IN MODERN CHINESE AND VIETNAMESE." Tạp chí Khoa học Ngoại ngữ, no. 78 (December 30, 2024): 3–11. https://doi.org/10.56844/tckhnn.78.771.
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Temporal nouns are a crucial component of both Chinese and Vietnamese. This study conducts a contrastive analysis of the grammatical features of temporal nouns in these two languages, based on the three-dimensional framework of Chinese grammar studies, to identify their similarities and differences. The findings reveal that while temporal nouns in Chinese and Vietnamese share a basic ability to combine with other words, there are minor differences in their syntactic distribution. This research aims to contribute to the teaching and learning of Chinese as a foreign language and to Chinese-Vietnamese translation practices.
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Trinh, Lan Thi, Tu Cam Thi Nguyen, and Anh Ngoc Thi Nguyen. "Survey on secondary school student’ Sino-Vietnamese learning capabilities during in-class activities on philology." Vietnam Journal of Education 5, no. 2 (2021): 50–56. http://dx.doi.org/10.52296/vje.2021.99.
Full textAbstract:
Sino-Vietnamese vocabulary is an important part of Vietnamese vocabulary. The ability to use Sino-Vietnamese vocabulary partially reflects one’s Vietnamese language competence; therefore, the ability to use Sino-Vietnamese vocabulary is an important element in the language ability of Vietnamese people in general, and secondary school students in particular. During in-class literature activities, secondary school students are equipped with Sino-Vietnamese vocabulary to a certain extent, but the effectiveness of using Sino-Vietnamese vocabulary in communication and in learning has yet to be fully evaluated. This article focuses on evaluating the ability to use Sino-Vietnamese vocabulary of secondary school students in Hanoi by using questionnaires and tests to obtain both subjective and objective data from the learner’s perspective. The survey results will be used as a practical premise to propose new teaching methods to develop Sino-Vietnamese language competence of secondary school students in Literature, in accordance with the 2018 General Education Curriculum.
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Trinh, Lan Thi, Tu Cam Thi Nguyen, and Anh Ngoc Thi Nguyen. "An Investigation into Secondary School Students’ Sino-Vietnamese Competence in Philology Learning Activities." Vietnam Journal of Education 5, no. 2 (2021): 61–67. http://dx.doi.org/10.52296/vje.2021.91.
Full textAbstract:
Sino-Vietnamese vocabulary is an important part of Vietnamese vocabulary. The ability to use Sino-Vietnamese vocabulary partially reflects one’s Vietnamese language competence; therefore, the ability to use Sino-Vietnamese vocabulary is an important element in the language ability of Vietnamese people in general, and secondary school students in particular. During in-class literature activities, secondary school students are equipped with Sino-Vietnamese vocabulary to a certain extent, but the effectiveness of using Sino-Vietnamese vocabulary in communication and in learning has yet to be fully evaluated. This article focuses on evaluating the ability to use Sino-Vietnamese vocabulary of secondary school students in Hanoi by using questionnaires and tests to obtain both subjective and objective data from the learner’s perspective. The survey results will be used as a practical premise to propose new teaching methods to develop Sino-Vietnamese language competence of secondary school students in Literature, in accordance with the 2018 General Education Curriculum.
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Nguyen, Thi Nhung. "An Assessment of the Importance of Vocabulary in English Language Study to Vietnamese Learners." International Journal of Research and Review 10, no. 9 (2023): 600–605. http://dx.doi.org/10.52403/ijrr.20230964.
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The aim of this paper is to assess the importance of vocabulary in English language study for Vietnamese learners. This paper summarises 35 scientific papers on the importance of vocabulary in English study in Vietnam. The paper first reviewed current status of vocabulary of Vietnamese learners. Next, the assessment of the importance of vocabulary in English language teaching and testing was fully discussed in Vietnam. Finally, we finished this review by providing suggestions for vocabulary learning in Vietnam. It was found that vocabulary play a very important role in English language study in Vietnam. In addition, this review also finds it important for Vietnamese students to learn English as a Foreign Language (EFL) and for teachers to understand the conditions necessary for vocabulary learning in order to improve vocabulary learning and teaching. Keywords: Assessment, Importance, Vocabulary, English language study, Vietnam.
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Petrova, S. M., Din Thi Thu Hyen, and Byi Thu Ha. "New technologies for teaching Russian to a Vietnamese audience." Vestnik of North-Eastern Federal University. Pedagogics. Psychology. Philosophy, no. 3 (October 16, 2024): 32–43. http://dx.doi.org/10.25587/2587-5604-2024-3-31-42.
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The article considers current issues of education in Vietnam, as well as problems of studying the Russian language and literature in this country. It analyzes the attitude of the Vietnamese to the Russian language in different years. It indicates the influence of Russian literature on the formation and development of Vietnamese national culture and literature. A list of works of Russian literature included in the school and university programs of Vietnam is given. The material of an experimental study of the study of Nikolai Gogol’s poem “Dead Souls” in the Vietnamese audience ispresented. By means of questionnaires and conversations, the features of reading and understanding by Vietnamese students in the translated version of this famous work of Russian literature are revealed. The result of the questionnaire of Vietnamese students on the understanding of Gogol’s poem “Dead Souls” shows that this work is interesting to them, although difficult to read. Readers experienced certain difficulties associated with the peculiarities of the language and style of the author’s narration, the peculiarities of the era, the specifics of the Russian worldview, etc. The article proposes the author’s methodology for analyzing the Gogol’s “Dead Souls” by NEFU professor S.M. Petrova, using modern technologies for teaching Russian to foreigners. Practical recommendations for conducting classes on studying this work of Russian literature in a Vietnamese audience are presented. It is recommended to get acquainted with the era and personality of the Russian writer, a graphic-symbolic analysis of the artistic text is shown based on the use of practice-oriented traditions in the field of semiotics, mnemonics, ergonomics. Adapted texts of chapters of Gogol’s poem and methodological tasks related to the development of oral coherent speech, expansion of the vocabulary of foreigners, improvement of speaking and storytelling skills are given.
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Hoi, Huynh Tan. "Teaching Chinese Language through Immortal Songs Comparing to Vietnamse Language." ABC Journal of Advanced Research 8, no. 1 (2019): 29–32. http://dx.doi.org/10.18034/abcjar.v8i1.85.
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Foreign languages in general and Chinese in particular has an important role in the context which the world has been developing continuously. Understanding and using this language eloquently will make learners have more chances to exchange culture, absorb new knowledge as well as present thoughts and views in a comfortable way. This paper mentions the reality of teaching and learning Chinese and the ways to upgrade the education quality through training practicing immortal songs as well as comparing to Vietnamese language. The article was completed with the assistance of 30 learners who are studying Chinese at some foreign language centers in Ho Chi Minh City during July of 2018 and it showed that learning process will be much more interesting and easier when listening to music. 
 
 
 
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Dung, Do Thi Xuan, and Mai Van Ket. "English discourse awareness in Vietnamese tertiary education." HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - SOCIAL SCIENCES 13, no. 1 (2023): 3–17. http://dx.doi.org/10.46223/hcmcoujs.soci.en.13.1.2773.2023.
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The term “Discourse Awareness” is a new concept in Vietnam. Discourse awareness, conceptualized as a classroom pedagogy, can improve students’ language capacity and has gained popularity over time. Our literature review suggested that there has been little research into this domain locally in Vietnam. This paper aims to discuss the ecology of the concept, examine its developments in Vietnamese tertiary education, and make some arguments for raising students’ discourse awareness in teaching and learning English. It introduces the literature review on discourse awareness in Vietnam, which presents an overview of the supportive role of discourse awareness development in English language teaching and learning. Findings outlined how discourse awareness-raising activities have extensively and successfully been exploited in language classrooms through teaching and learning practices, teacher education, literacy development, and maximizing the cultural competence of language learners. Since then, it is reasonable to hold a strong belief that discourse awareness can serve as an enabling tool to facilitate students’ communication.
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Nông, Thị Trang, and Thị Kim Hoa Trần. "Designing and Organizing "Learning Through Play" Activities in Teaching Vietnamese in Primary Schools." International Journal of Social Science and Human Research 07, no. 12 (2024): 9047–52. https://doi.org/10.5281/zenodo.14384608.
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In the primary school program, Vietnamese is an important and necessary subject to help students develop language, logical thinking, communication, and convey their ideas and emotions better. Therefore, in the process of teaching Vietnamese in primary schools, teachers need to arouse students' interest and joy in learning in order to develop necessary qualities and a bilities. Learning through Play in teaching Vietnamese is a useful and effective solution. Based on research on teaching Vietnamese in primary schools and documents on "Learning through Play"; combining research methods such as: Inductive, analytical, and synthetic methods, the article clarifies "Learning through Play" as a new approach in teac hing. From there, the author gives some suggestions for designing and organizing "Learning through Play" activities in teaching Vietnamese in primary schools, contri buting to developing qualities and abilities for students...
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Hua, Hong Hieu, and Thanh Thao Le. "Enhancing Learner Autonomy and Cultural Awareness: Strategies of Vietnamese Tertiary-Level EFL Teachers." European Journal of Educational Research me-13-2024, me-13-issue-4-october-2024 (2024): 1519–34. http://dx.doi.org/10.12973/eu-jer.13.4.1519.
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<p style="text-align:justify">This qualitative study investigates the strategies employed by Vietnamese tertiary-level English as a Foreign Language (EFL) teachers to promote learner autonomy (LA) and enhance cultural awareness. This research provides a deeper understanding of EFL teaching practices in this setting, conducted in the context of Vietnam’s evolving educational landscape, where English proficiency and cultural competence are increasingly prioritized. The study utilized semi-structured interviews with nine EFL teachers from two different Vietnamese tertiary institutions, representing various career stages: novice, mid-career, and near-end career. Thematic analysis was employed to analyze the data, revealing a range of strategies encompassing collaborative learning, technology integration, personalized feedback, real-life scenarios and role-play, reflective learning practices, local culture incorporation, contextualized language instruction, critical thinking, and cultural analysis, student-centered environments, interdisciplinary approaches, language skills for intercultural communication, and authentic material use. Findings highlight the multifaceted nature of language teaching, emphasizing not just linguistic competence but also cultural understanding and LA. These strategies are crucial in a globalized world where intercultural communication is a key skill. The study suggests the need for continuous professional development and policy support for diverse and holistic teaching practices. It offers practical insights for EFL educators, particularly in similar socio-cultural contexts, on integrating various strategies to enhance language skills and cultural awareness.</p>
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Lê Thị Hằng and Nguyễn Vũ Thu Hà. "Vietnamese EFL teachers’ beliefs about communicative language teaching (CLT)." Tạp chí Khoa học Ngoại ngữ, no. 69 (June 14, 2022): 10–27. http://dx.doi.org/10.56844/tckhnn.69.139.
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This paper aims to investigate English language teachers’ beliefs about Communicative Language Teaching (CLT) in Vietnam. A questionnaire by Khatib and Tootkaboni (2017) was administered to 128 EFL teachers at secondary schools in Quang Ninh and Thai Binh provinces to capture a source of data for this inquiry. SPSS - version 26 was utilized to analyze quantitative data and generate descriptive statistics. The findings indicate that the teachers generally held moderately favourable beliefs about CLT. Particularly, of the six core domains of CLT, the use of pair/group work was most favoured by the teachers, followed by the role of teacher, learners and grammar, error correction and evaluation, respectively. The least positive belief about CLT was found in the role of the native language in English teaching. The study implies that further research on teachers’ beliefs about CLT is highly recommended to reaffirm the results of the current study.
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Aleksachin, A. N. "Schools of Chinese, Vietnamese, Burmese, Laotian, Thai and Khmer languages." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 264–66. http://dx.doi.org/10.24833/2071-8160-2014-5-38-264-266.
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School of teaching Chinese, Vietnamese, Burmese, Laotian, Thai and Khmer languages functions under the same title as the department, which was established in 1954 at the Department of Chinese Language of the Moscow Institute of Oriental Studies. MGIMO graduates with the knowledge of the Chinese language are successfully working in the structural units of the Russian foreign Ministry and all over the world, in various government agencies and major companies. Currently, the number of students studying Chinese language is 128 people as a first language.
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Thi Thanh, Dr Phung. "Comparative Analysis between Vietnamese Reduplicative Words with Hmong Language Reduplicative Ones to Propose Measures to Correct Mistakes in using Vietnamese Reduplicative Words for Hmong Primary School Pupils in Vietnam." International Journal of Advanced Multidisciplinary Research and Studies 4, no. 2 (2024): 1166–73. http://dx.doi.org/10.62225/2583049x.2024.4.2.2644.
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Our article “Comparative analysis between Vietnamese reduplicative words with Hmong language reduplicative ones to propose measures to correct mistakes in using Vietnamese reduplicative words for Hmong primary school pupils in Vietnam.” Shows that the similarities and the differences in type, formation, meanings middle of the Vietnamese reduplicative word with the Hmong language reduplicative ones. These similarities and differences create linguistic interferences that help us correctly predict the errors in using Vietnamese reduplicative words of Hmong primary school pupils. To prove this prediction to be correct, we have surveyed, totaled up, and analyzed the causes of errors in using Vietnamese reduplicative words due to language interference of Hmong primary school pupils in Vietnam. From there, we propose and conduct effective experiments to prove the feasibility of measures to correct errors in using Vietnamese reduplicative words for the Hmong primary school pupils in Vietnam. This research has practical significance in language education is to contributes to improving the quality of Vietnamese language teaching for the Hmong primary school pupils in Vietnam.
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Nguyen, Thi Bich. "Factors Affecting the Efficiency of Teaching the Vietnamese Idioms to Foreigners Based on the Principle of Combined Cognition and Culture." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 05, no. 10 (2022): 2942–52. https://doi.org/10.5281/zenodo.7266390.
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Since Vietnam is integrating internationally in all aspects of social life, more and more foreigners are learning Vietnamese. However, there are still very few quantitative studies on teaching and learning Vietnamese idioms effectively. This study aims to fill the theoretical gap and provide more evidence on the factors affecting Vietnamese idiom learning effectiveness. This study was conducted through a cross-sectional survey using a targeted sampling technique (n=100). The multiple linear regression models is applied to prove the hypotheses. The R language is used to analyze research data. The research results show that the willingness to learn Vietnamese and the strategy to learn Vietnamese have a positive and significant impact on the effectiveness of learning Vietnamese idioms. The results of this study continue to confirm the role of cognitive techniques in learning idioms as the results of previous studies.
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Nguyen, Anh Thi, Thi Thuy Loan Nguyen, and Thi My Huong Nguyen. "Task-Based Language Teaching Training Program: Vietnamese Private Language Center Teachers’ Belief." MEXTESOL Journal 48, no. 2 (2024): 1–11. http://dx.doi.org/10.61871/mj.v48n2-5.
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While Task-based Language Teaching (TBLT) has been widely researched and accepted as a potentially powerful teaching method in language education around the world, research examining the teachers’ beliefs about the impacts of a training on TBLT to date has remained limited. In Vietnam, studies on this topic were scarce (Nguyen & Jaspaert, 2021). This study thus investigates the Vietnamese English as a Foreign Language (EFL) in-service teachers’ beliefs about the impact of a TBLT training program. To collect data, classroom observations followed by semi-structured interviews were conducted with five volunteer teachers. The findings showed that the teachers generally had strong beliefs in the usefulness of the TBLT training program for professional development, and their willingness to pursue TBLT teaching. Although there exist barriers hindering this TBLT training program, many teachers expressed interest to undergo more TBLT training in the future. The findings in this study are expected to provide some insightful pedagogical implications for developing a TBLT training program for in-service teachers in the similar context of language education in Vietnam and other EFL settings.
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Linh, Truong Thi, Nguyen Thi Hong, and Dang Phan Quynh Dao. "Evaluation of Vietnamese Workbook 2 (Connecting Knowledge with Life)." European Modern Studies Journal 8, no. 4 (2024): 88–95. http://dx.doi.org/10.59573/emsj.8(4).2024.4.
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Language is a tool of speech and thinking. Teaching Vietnamese in elementary school first teaches students the ability to use that tool fluently and effectively in study and life. To practice and use Vietnamese fluently, students must also practice regularly with exercise books – an effective support tool in teaching Vietnamese. However, not all teachers know how to effectively use Vietnamese Workbook 2 (Connecting Knowledge with Life) in supporting teaching work. Our article uses statistical and classification methods for some specific types of exercises in exercise books. Then use analysis and synthesis methods to solve the problem. This article evaluates the content and amount of knowledge in the book. Furthermore, the article offers solutions to overcome the limitations and enhance the positive aspects when using the book in the teaching and learning process of teachers and students in the Vietnamese subject 2 (book series Connecting Knowledge and Life).
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Phuong, Vo Thi Quynh, Dang Ha Phuong, and Nguyen Khanh Linh. "APPLYING THE FLIPPED CLASSROOM MODEL IN TEACHING VIETNAMESE TO DEVELOP LANGUAGE SKILLS FOR 4TH-GRADE STUDENTS IN VIETNAM." International Journal of Education Humanities and Social Science 08, no. 03 (2025): 523–31. https://doi.org/10.54922/ijehss.2025.1019.
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The article publishes the results of research on language competence and how to apply the flipped classroom model in teaching Vietnamese to develop language competence for 4th-grade students. The research results have been tested in training students in Primary Education and have been experimentally tested in some primary schools. After the experiment, the research team adjusted and completed the forms, exercises as well as how to apply the flipped classroom model in teaching Vietnamese for 4th-grade students in primary schools.
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Hà Tú Anh and Cristina A. Huertas-Abril. "Teachers’ Perspectives of Bilingual Education in Primary Schools in Vietnam: A Qualitative Study." English as a Foreign Language International Journal 2, no. 2 (2022): 30–50. http://dx.doi.org/10.56498/195222022.
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English has become an essential language in Vietnam, and innovation in English teaching and learning has received considerable attention in recent years. Recognizing the importance of foreign languages, the Vietnamese Ministry of Education and Training has recently developed the National Foreign Languages Project 2020 and, according to this project, bilingual education is encouraged to implement in high schools, but little attention has been paid to primary schools. In this qualitative study, semi-structured interviews have been conducted to explore Vietnamese primary teachers’ perceptions of bilingual education. According to the participants’ responses, ultimately collected in a SWOT matrix, bilingual education in Vietnam is considered to be more student-centered, creative and practical than the official system, and prepares students with language and knowledge to be global citizens. Nevertheless, there is certain concern over the negative linguistic impacts of English on Vietnamese, as it may have a negative impact on the national language. Finally, in terms of research, the findings of this paper suggest that further research is needed regarding the impact of L2 on L1 in the perspective of Vietnamese primary teachers in bilingual programs, including the L1 loss phenomenon and the L2 writing style in L1 literacy.