The native language of South Korea has come to contain a linguistic subset consisting of English and European loanwords and pseudo-loanwords. The notion that the English as a Foreign Language (EFL) learner is immersed in such a lexicon, and that this terminology can be utilized to effectively assist target language (Standard American English) vocabulary acquisition by the false-beginner through Computer Assisted Language Learning (CALL), was evaluated and examined. The empirical investigation employed a within-methods (i.e. experiment and survey) design. To this end, the researcher developed and deployed multimedia-based learning environments to empirically test research suppositions. In particular, to examine how the student’s knowledge of English words adapted for use in the South Korean vernacular – loanwords – is affected by their attitudes towards computerized instruction, their preference for certain methods of learning and teaching, and also by the attributes of computerized instructional packages. Ultimately, a method of instruction grounded in both CALL and linguistic theory was developed and its effectiveness for use with South Korean EFL learners in a university English program setting assayed. Scholarly accounts of the South Korean cultural learning style were also taken into consideration, and the implications such accounts hold for the implementation of CALL initiatives scrutinized. / The findings of this study are significant at the administrative, practitioner, and field level. Research outcomes indicate (a) computer use did not bias results obtained through CALL: (b) use of the L1 (first language) to assist foreign language acquisition produced positive learning gains, albeit marginal and limited, as evidenced by the persistent difficulty learners had in building new form-meaning connections between pseudo-loanwords in South Korean and English-equivalents; and, (c) multimedia-based learning developed on cultural and classroom expectations of learners, as found in the literature, was not as successful as that it was contrasted against. Consequently, results of the research come to support usability of CALL in the tertiary education sector, the existence of a ‘stabilized interlanguage’ on the South Korean peninsula and the need to re-profile the South Korean cultural learning style and student classroom expectations that pertain to EFL.

This Study is concerned with the problems arising from the application of new ideas in communicative language teaching for EFL adult learners in Vietnam, and the solutions to these problems. The Study argues that to learn to communicate effectively in a foreign language does not mean merely to master the linguistic forms of the language, but also to be able to use them in an appropriate way: to acquire what is called communicative competence. The Study also suggests that in Vietnam, the structural system of the language cannot be neglected if teaching/learning is to be successful. Accordingly, the Study attempts to search for an appropriate approach to develop communicative competence in the EFL adult learners of Vietnam. In order to achieve this aim, the Study enters into consideration of the relevant literature with reference to the development of the concept of communicative competence, and communicative language teaching. Then the Study makes a survey of some communicative-approach-based textbooks pointing out the practical values of different syllabus design models and teaching strategies discussed in the literature. Finally the Study proposes a communicative-structural approach to syllabus design for the target group, the teaching strategies as well as some techniques and activities associated with the suggested approach.

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.

Computers have begun to be exploited for English teaching purposes by some Indonesian teachers. Unfortunately, the potential of the computer is not fully realized. There is also a danger that the computer is misused. For example, the computer use is limited to delivering exclusively dri11-and-practice exercises. It is, therefore, very essential for Indonesian EFL teachers to explore avenues for improving the computer use. The aim of this study is explore how CALL (Computer Assisted Language Learning) is used in the ACT in order to encourage and improve the use of CALL in relation to English teaching in Indonesia. In this study, the different theories of CALL are reviewed. This is followed by a description of how CALL is utilized in the ACT. This CALL survey is offered as a model for comparison. Since CALL is still considered a controversial issue, students' and teachers' attitudes toward CALL are also investigated. Finally, implications and suggestions are put forward for Indonesian EFL teachers and educational authorities. Important insights from the survey are emphasized. Necessary information which was not found in the survey, such as the latest developments in CALL, is included.

The demand for English for Specific Purposes (ESP) in Vietnam is very great. In Hanoi alone, there are more than 20 universities and colleges in which English Foreign Language (EFL) is taught in the curriculum. Much has been done to improve the task of teaching and learning ESP. Not much work has been done, however, about ESP teachers, their roles, responsibilities and position in the process of learning and teaching. It is inevitable that the teacher plays a decisive part in English learning and teaching. It is therefore the purpose of this study is to explore and investigate the roles and functions of the ESP teacher. This investigation has been carried out through questionnaire, class observation and interviews with teachers. Factors are identified which make ESP teachers successful and effective. The study concludes by suggesting ways in which ESP teachers training in Vietnam could be improved

With the increasing contact between Vietnam and English speaking countries and the growing demand for foreign language professionals in the last decades, the teaching of foreign languages, especially English, has gained considerable prominence in Vietnamese education. However, English has been taught in Vietnam for a relatively short time, there are significant deficiencies in this area. If these deficiencies are to be addressed then methodology is a crucial variable worthy of examination. Many of the EFL teaching (Teaching English as a Foreign Language) methods developed in the last twenty years are unfamiliar to a great number of the Vietnamese teachers, although they may be introduced to Vietnam in the near future. In this study a historical overview of language teaching development is provided. Since language teaching methods are products of Western experience, a scrutiny of their relevance to the Vietnamese teaching situation is necessary. In particular it is important to focus on the psychological and cultural appropriateness of different methods to the Vietnamese settings. A number of most crucial psychological issues such as the learner's motivation, aptitude, personality and learning style are discussed together with some social and cultural influences which may affect the learner's psychological attributes, The study also provides a specific investigation of the psychological attributes of Vietnamese students and a number of cultural problems faced by this type of learners in their English learning process. Finally some practical, though tentative, suggestions are made in the hops that more and more Vietnamese teachers of English will respond to the problem of teaching methodology and search for ways to bring about effective learning.

The major concern of the Field Study is the teaching of composition, with particular reference to Chinese foreign language institutes. Robert B. Kaplan (1966), having analyzed the rhetorical behaviours of several linguistic groups, claims that different cultures develop different rhetorical conventions, which influence the non-English native speaker's way of writing in English. Recent years have witnessed many developments in language teaching as a result of research done in sociolinguistics, yet the implication of Kaplan's finding for EFL teaching is still unexplored. This paper thus intends to examine this issue of "cultural differences in the nature of rhetoric" by comparing the Chinese linguistic system with the English linguistic system in terms of rhetorical organization in exposition. The following aspects are to be discussed. In the first place, an introduction delineates the need for this Study, its aims, scope and sources of data. After the Introduction, there is a brief review of the EFL composition teaching in China and the influence of overseas composition teaching in foreign language institutes in China today. An attempt is then made to study Kaplan's theory by exploring both Chinese and English rhetorical patterns; and devices. The emphasis of this chapter is on a comparison and contrast of expository modes and strategies in the two rhetorics. Having studied rhetorical principles in a broad sense, the report narrows its focus to the differences in their use of English rhetorical devices between Australian English native speakers and foreign language learners from China; the material studied is a selection of compositions produced by Chinese students and rewritten by Australian students. The final section contributes practical suggestions for EFL composition teaching in foreign language institutes in China.

This Field Study Report aims to advocate that the target culture should also be taught while teaching the English language to Chinese students. Chinese students are learning English to communicate and socialize with the English speaking people. But learning only the English language is not enough for this purpose. They have to learn the way the English speaking people express themselves, their value judgements, and their customs. In the review of literature, many linguists like Chastain and Rivers share this same opinion. English teaching in China started more than one hundred years ago. The traditional teaching method still has some influence. The present curriculum appears a little unbalanced. Some of the teaching materials are found to be inadequate to teach the target culture. To illustrate some cross-cultural interferences, a survey questionnaire was conducted among some Chinese students and some Australian students. The data obtained from the survey indicated some selected problem areas for the Chinese students in talking with the native speakers of English. Two teaching aids were designed. One is a fifteenminute video tape, the other is three simulation exercises. They demonstrate several cultural conflicts between the English speakers and Chinese English learners. Both the video tape and the simulation were trialled among the Chinese students. They proved to be relatively effective in teaching the target culture. The trialling convinced this writer that it was possible for a teacher of English to prepare teaching aids such as video and simulation exercises. However, this may be very time consuming. But the result of the trialling proved that it was worth the time and effort.

This study examines the problems of constructing and administering a test of spoken English for Vietnamese EFL teacher-trainees. In an attempt to standardize the assessment, a planned oral interview was pilottested with a group of ten Vietnamese EFL teachers currently enrolled in a Graduate Diploma Course in TESOL at the Canberra College of Advanced Education, Australia. Results of the study indicate that the validity and reliability of such measurement can be achieved if certain carefully outlined procedures in planning the test and training the testers are carefully followed. Given the close relationship between testing and teaching, it is suggested in this study that there could be an improvement in the teaching of spoken English to Vietnamese EFL teacher-trainees if (i) the amount of time allocated to testing oral proficiency in the curriculum was increased, (ii) Vietnamese EFL teachers were provided with formal training in language test construction, and (iii) research on EFL oral testing was encouraged. Further, this study recommends co-operation between TEFL institutions in Vietnam to develop standard instruments for the assessment of spoken English of EFL teacher-trainees on a national level.

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.