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.

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.

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.

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.

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.

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.

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.

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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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.