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Towards teaching English vocabulary to Vietnamese tertiary studentsHoang, Tat Truong, n/a January 1985 (has links)
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.
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Towards a syllabus for the teaching of writing for Vietnamese studentsVu, Ngoc Tu, n/a January 1985 (has links)
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.
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A comparative study of cohesion in English and Vietnamese textsVan, Ngo Thi Thanh, n/a January 1992 (has links)
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.
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Listening comprehension : a Vietnamese perspectiveNguyen, Thi Van, n/a January 1985 (has links)
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.
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An investigation of the English language needs of Vietnamese studying overseasVang, Nguyen Xuan, n/a January 1990 (has links)
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.
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Experiencing English through poetry : an integrated approach for EFL in ChinaWang, Keping, n/a January 1983 (has links)
Like any other genre of literature, poetry straddles
two provinces. It can be considered to be one of the
arts or one of the humanities. When viewed as the
former, it consists essentially of a piece of verbal
art. When regarded as the latter, it is the expression
of human values and experiences.
Taking into account a real EFL situation in China, this
field study is intended to offer an integrated approach
for experiencing English through poetry.
This approach is actually a mixture, a combination of
two parental models - the linguistic and critical.
Since its key objective is to assist Chinese EFL
students to advance their target language performance,
it will inevitably focus on investigating the operation
of language in various literary communication components,
such as lexical choice, placement, polysemy, and association
in a poetic context. Nevertheless, it will also
attempt to help the students develop their literary
appreciation by reading poetry with critical scrutiny
of the message it aims to convey.
As a whole, through close examination of poetic diction
and function, it is supposed not only to heighten the
students' awareness of the "magic power" of words, but
also to increase their sensibility to the human
condition and aesthetic elements which are part of
the poets' artistry.
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Effective use of mother tongue in foreign language teaching in Chinese foreign language institutesWen-jian, Gao, n/a January 1984 (has links)
Whether or not the mother tongue is to be used in the
language classroom has long been a subject of heated
argument among language teachers in China. The great success
of the communicative approach in second language teaching
seems to have strengthened some peoples' belief that the
mother tongue should be completely avoided in language
teaching. It is, therefore, of great importance in China,
and perhaps of interest to foreign language teachers in
other countries as well, to analyse the situations of
foreign language teaching and learning, including the
difference between second language and foreign language
teaching, in order to see whether controlled use of the
mother tongue can in fact make teaching and learning
effective and efficient.
Chapter 1 reviews the major language teaching methods
and approaches now in use within and outside China. These
methods and approaches are categorized in accordance with
the ways of the learning they represent, and the advantages
and problems of these methods and approaches are analysed.
The differences between foreign language learning and
second language learning are examined in Chapter 2. Since
foreign language learners have different aims and objectives,
a different environment and possibly different motives,
their ways of learning are bound to be affected. Theories of
language learning compound and co-ordinate bilingualism,
independent and interdependent bilinguals, acquisition and
learning, are also discussed in relation to the
influence of these theories on language teaching as well
as the reasons why people use the mother tongue in foreign
language teaching. However, it is the teacher's
responsibility to select the appropriate techniques for
presenting and practising the target language. In the case
of foreign language learning the use of the mother tongue
is not only possible but can be effective and efficient.
Chapter 3 focuses on the foreign language teaching
situation in China. It includes a description of and
comments on the changes in methods in the last 50 years
as well as some important arguments in academic circles
associated with the issue of the use of the mother tongue
in foreign language teaching.
Chapter 4 describes the author's investigation in the
form of questionnaires sent to foreign language teachers and
observations of foreign language classrooms. Answers to
the questionnaires appear to confirm the existence of the
problems in the use of the mother tongue. Analysis of
the observations reveals possible solutions to the problems.
Practical suggestions about the actual use of the
mother tongue in the foreign language teaching are offered
in Chapter 5. For teaching, it seems possible to use the
mother tongue to teach/explain : 1) new concepts;
2) abstract ideas; 3) different points; 4) target
language grammar; 5) translation skills; and 6) target
language culture. Mother tongue is also very helpful
for teachers in their compiling of teaching materials.
On the other hand, students can use mother tongue in
their learning; it helps them practise as well as gather
historical and cultural background information.
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Thai students' opinions on adding communicative tasks to grammar- based English classesWuttipornpong, Tikamporn, n/a January 2000 (has links)
This study explores opinions of university Thai EFL students, who have been subject to a
conventional teaching approach for years, on adding communicative tasks in grammarbased
classes drawing from relevant literature and previous studies. The results of the
study suggest that Thai students want to have communicative tasks in grammar learning,
but only with formal instruction prior to the tasks. The study also shows how
communicative tasks may be integrated into conventional language pedagogy from Thai
students in the study's perspectives and relevant literature.
As expected, the results indicated that Thai students were reluctant to complete tasks in
English because of shyness, particularly when conversing with peers, a lack of
competence in language skills, and fear over losing face. The interviews conducted with
students revealed instructional techniques that they themselves believed would be
beneficial in encouraging greater participation in tasks without inhibitions.
Finally, the study concludes that Thai EFL students are ready to be trained in
communicative tasks and that instruction in Thai EFL classes should shift from
substantially form-based to more communication-based instruction.
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Problems in EFL testing with particular reference to ChinaXiao-guang, Wang, n/a January 1983 (has links)
n/a
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Increasing student autonomy in the learning of English as a foreign language at university level in ChinaYan, Ling, n/a January 1984 (has links)
The present field study report comprises two major
components:
1. the theories of autonomy and self-directed
learning and the analysis of needs and
reasons for increasing student autonomy.
2. some practical issues concerning
acquisition of autonomy in E.F.L.
learning.
The modernization of China requires a high level of
education of the whole nation. But because of the large
population and limited educational facilities, the
formal educational institutions cannot meet the needs of
the country. To solve the problem, self-directed
learning (S.D.L.) is recommended and encouraged by the
government. Although S.D.L. is considered to be a
practical way to cope with the situation, the problem is
that most people do not know how to undertake
independent study. The reason is that the dominance of
traditional pedagogy in Chinese formal education leads
to passive and dependent school learning which
suppresses students' potential to become autonomous in
their learning. Therefore, after leaving school, they
are not capable of continuing their learning by
themselves.
In order to deal with the problems in traditional
Chinese teaching, the significance of increasing student
autonomy needs to be fully recognized in the Chinese
educational context, and self-directed learning should
be introduced to formal educational institutions.
Some practical issues must be considered in
undertaking S.D.L. in the E.F.L. context.
First, the role of the teacher needs to be
redefined. The teacher will primarily act as a
counsellor and facilitator who will guide the students
in their learning, and secondarily as a resource for
content information.
Secondly, S.D.L. materials need to be prepared.
These materials will not only help to improve the
students' language competence but also encourage them to
learn how to learn. This study discusses the types and
sources of materials and suggests certain criteria and
procedures for selecting and producing these materials.
Thirdly, self-assessment is a central and crucial
feature of S.D.L. In autonomous learning, it is the
learner's responsibility to assess his own progress. In
order to take this responsibility he needs to acquire
self-assessment skills. Some techniques of
self-assessment are introduced.
Finally, in considering how to provide the learners
with an effective learning environment, this study puts
forward suggestions for establishing a self-study
center. Some language skills and learning activities
which can be practised in the center are also described.
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