At present, there is a great demand for qualified interpreters in Vietnam, but the oral proficiency of the trainee interpreters graduating from the University of Hanoi is far from being satisfactory. This Field Study is an attempt to search for appropriate ways to improve the oral proficiency of final year interpreters at Hanoi University. As any language teacher's work is determined consciously and unconsciously by his/her view of language and language learning, the effective teaching of oral communicative skills requires a good understanding of the nature of language, communication and its process of learning. This field study attempts to review the major theories of language and language learning and their implications for language teaching; and tentatively suggests some guidelines for syllabus design, classroom procedures, and techniques for teaching oral communication skills for final year trainee interpreters at Hanoi University in the light of new developments in these theories of language teaching.

This study is a Latin textbook designed for schools and elementary classes at University or College. The textbook is also a curriculum innovation. It is based on the theories of twentieth century linguistics and it ectntains only "real" Latin of the Romans from 100 B.C. to the end of the first century A.D. The introduction, which precedes the textbook, includes a summary of the linguistic theories and principles of this century and a survey of current textbooks for Latin.

Currently, Communicative Language Teaching has been popular around the world andhas a profound effect on second language acquisition since the 1970s. ForCommunicative Language Teaching to be successful, there is a need for appropriateteaching materials.This paper analyzes speaking tasks in Chinese and Swedish textbooks for grade 8，Gofor it and Magic. The analysis presents content analysis, providing a general overviewof speaking tasks found in both textbooks. First, task description is analyzed, whichprovides the pupils with the topics of tasks in both textbooks. It will be seen if thetopics are real-life. Second, types of speaking, text type, cognitive processes, focus,classroom organization are quantitively analyzed to see if there are differentapproaches to Communicative Language Teaching between Chinese and Swedishtextbooks.Through comparison of these six aspects in different textbooks, there are three similarapproaches to Communicative Language Teaching: First, they both have real-worldtopics under which there are many real-world speaking tasks. Second, the dialoguesplay a main role in both textbooks. Third, pair and group work have dominantposition in these two books.Also there are three different approaches to Communicative Language Teaching: First,the Chinese textbook is directed towards accuracy while the Swedish textbook isdirected towards fluency. Second, the Chinese textbook focuses on form whereas theSwedish textbook focuses on meaning. Third, there is an information-gap approach inthe Chinese textbook where tasks based on information gap are obviously labeled.However, it cannot be found in the Swedish textbook.

¡@¡@This action study aimed to investigate the process and impact of the use of mind mapping on Chinese language teaching and learning of sixth grade students. There were twenty-five students participated in this action research. The teacher/researcher constantly reviewed and modified teaching process to develop appropriate learning models during two cycles of action research. Data were collected from pre and post reading comprehension tests, reflection notes, video recordings, interviews, questionnaires, learning sheets and students¡¦ assignments of mind mapping. ¡@¡@The findings were as follows¡G 1. Mind mapping used in Chinese language teaching could improve reading comprehension based on the results of pre and post reading comprehension tests. 2. Based on students¡¦ prior knowledge, the teacher/researcher used fill-in content types mind mapping, structure models, reading materials and vocabularies, thus teaching has the best effect on students. 3. In the beginning stage, students just focused on the aspect of drawing skill of mind mapping. Later, they learned to focus on how to catch the main idea of the article. Most of students can emphasis on both skills in the end. In the process, most of students had positive attitudes toward mind mapping instruction, especially in the group mind mapping activity. 4. The teacher/researcher has promoted her own professional development through constant refelection and adjustment in her teaching practice. ¡@¡@Based on the findings mentioned, the researcher provdied some suggestions regarding practical teaching practice and recommendations for further research.

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Thesis (M.Ed.)--Memorial University of Newfoundland, 2001. / Bibliography: leaves 81-83.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1980. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 169-173).

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: David Schwarzer. Vita. Includes bibliographical references.