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Teaching advanced reading in the Institute of International Relations in HanoiDoan, Duong Van, n/a January 1988 (has links)
This study deals with reading problems faced by
the advanced level students in the Institute of International Relations (I.I.R.) in Hanoi. It seeks to identify ways in
which the teachers there can help their students to read
authentic texts in English with a high level of
comprehension.
The study begins with a description of the
training of the young diplomats and researchers. It
considers the problems faced by the teachers and students,
and looks into the role of English in general and English
reading comprehension in particular in the I.I.R.
Bearing in mind the objectives of the training,
the study discusses the goals for teaching reading
comprehension at an advanced level and lays emphasis on the
importance of using appropriate techniques for teaching
reading skills at this level.
The writer of the study also looks at the
relevant issues in theories of reading comprehension which
are discussed in current literature. These theoretical
issues are then related to the reality of teaching in the
I.I.R.
Finally, to illustrate all the techniques and
skills for teaching reading comprehension which have been
dealt with earlier in the study, the writer presents a
sample reading lesson. It is his hope that the presentation,
and indeed the whole study, will be of value to his
colleagues at the I.I.R., and to others who teach reading in
similar situations.
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Language games as a means of encouraging communication in language acquisitionFang, Wang, n/a January 1984 (has links)
The communicative approach is one of the most
characteristic features of contemporary language teaching.
This paper aims to study ways of achieving communicative
competence of students by using informal language practice
and games in teaching. It attempts to look more closely
at the relationship between language acquisition, language
games and communicative language teaching.
This study is based on the theory that language
games and informal language practice allow natural learning
to occur and provide opportunities for developing
communicative competence in a foreign language. While
games and informal language practice are widely used in
language classrooms in many countries, it appears from the
writer's observation and experience of teaching English in
China that there is still, among Chinese teachers and
students, a great deal of suspicion and uncertainty about
the functions and the effectiveness of such classroom
activities. Problems detected in language classrooms in
using these activities and games suggest that Chinese
teachers and students have misunderstood and misused these
activities.
In this study, it is hoped to analyze in some
depth the problems involved in using language games in
China, including the attitudes, teaching methods and
expectations of the teachers and students. Also, it is
hoped to investigate the optimal use of games and practice
in Chinese classrooms.
As the use of games has received little serious
attention in China to date, it is hoped, finally, to
suggest ways of using games effectively to improve
learners' communicative ability.
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An analysis of effective teaching skills : with particular reference to a Singapore contextSeng, Gee Chiau, n/a January 1988 (has links)
This study sets out to analyse the teaching skills of an
effective Australian teacher of French in a primary school
in Canberra.
Chapter One provides an overview of the primary education
in Singapore with particular emphasis on the language
policies. The purpose and scope of the study and the
approach used in carrying out the study are also described
in this chapter.
Chapters Two to Six present descriptive features of the
teacher's teaching approach. Clarity in her goals and
instructions to her Year 3 and Year 5 classes were analysed
through extracts of the classroom discourse. The way the
teacher provided encouragement and feedback on errors to her
Year 3 class were also described.
The variation in the pace of her speech in relation to the
activities and the adjustments made when she posed questions
according to the language proficiency of the pupils, also
form part of the data analysed.
In Chapter Eight, conclusions were made of the possibility
of transferring the teaching approaches to the teaching of
English as a second language in primary schools in Singapore
by comparing the French program described in Chapter Seven
with the primary education system in Singapore.
The study concludes with an overview of the areas that
need further research and study.
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How Vientamese ELICOS students build up their word stock : an empirical studyHa, Dang Vu Thanh, n/a January 1991 (has links)
The process of second language vocabulary acquisition (L2VA) is
investigated by looking at the learning, teaching, learner and
environmental factors that affect the ways that adult Vietnamese learners of English acquire, store and use words. Data were
collected by examination of informants' diaries, recorded classes,
free conversations, interview-questionnaires and regular
interviews during the English program. The data show that the
process of building up the mental lexicon is slow, long and
complicated. For adult learners coming from different English and
job backgrounds, full time classroom learning is the biggest and
most important source of L2 word input. It is also in this
environment that the word storage and recall mechanisms are
most facilitated. The L2VA process varies according to individual
learners at different levels, with different learning goals,
motivations, determination, areas of interest and word learning
methods.
It is hoped that the findings of the study help increase Vietnamese
teachers' awareness of how to teach English vocabulary
effectively and how to help learners work out individually suitable
word learning methods.
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A critical look at the written English component in Vietnamese tertiary EFL : with recommendations for the improvement of writing skills for teachers undergoing inservice ugrading coursesHa, Le Thi, n/a January 1986 (has links)
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.
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Psychological and cultural factors related to methodologies to Hanoi Foreign Languages Teachers' College studentsPham, Khai Hoan, n/a January 1985 (has links)
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.
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Errors in English by Vietnamese adult studentsHung, Vu, n/a January 1991 (has links)
This study is mainly concerned with the common errors
Vietnamese adult students make in learning English as a
second/foreign language.
Using the tools of contrastive analysis and error analysis,
the researcher decribes and examines certain areas of similarity
and difference between English and Vietnamese on some
grammatical aspects, and then analyses the errors made by the
Vietnamese students in two different learning contexts and at
different levels of proficiency.
This studies consists of six chapters :
Chapter 1 introduces the position of English in Vietnam at
present, raises the problems encountered in the teaching and
learning of English in Vietnam, and states why this study is
necessary.
Chapter 2 is the summary of the main theories of second
language acquisition and some of the principal studies of
Vietnamese grammar.
Chapter 3 discusses the techniques of contrastive analysis
and error analysis, which provide bases for the comparative
study in Chapter 4 and the error analysis in Chapter 5.
In Chapter 4, a contrastive study is undertaken of eleven
aspects of English and Vietnamese grammar, which serves as
the basis for the discussion in Chapter 5.
Chapter 5 presents an analysis of the common errors
Vietnamese students make in two different learning contexts in
Vietnam and in Australia. It also discusses the various strategies
the students use in order to achieve language proficiency.
Finally, some conclusions concerning the attitude towards,
and the treatment of, errors are mentioned in Chapter 6. It also
provides suggestions for further study in the subject area.
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Teaching English as a foreign language for communication in ChinaRongji, Lu, n/a January 1983 (has links)
China urgently needs a large number of interpreters, guides
and teachers who are competent communicators in the English
Language. One of the foreign language institutes that is
attempting to satisfy this need is the Beijing Second Foreign Language Institute (or Erwai).
It is argued that Erwai fails to produce competent
communicators in English, a failure that is seen to be due
to three interdependent factors: 1) the lack of teacher
training, especially in the area of teaching methodology;
2) the resultant inability to select and effectively
exploit teaching materials; and 3) the inappropriateness
of currently-used teaching approaches to the perceived
goals of the Institute.
It is the third of these factors that receives particular
attention in this paper. A survey is made of the merits
and shortcomings of the three teaching approaches that
have been used at Erwai, namely the 'grammar-translation,'
'audio-lingual' and 'cognitive' approaches. This serves as
back-ground to the proposal that a 'communicative approach'
to teaching be introduced at Erwai.
It is claimed that the communicative approach is the most
appropriate to the goals of Erwai students, the majority
of whom will need to be communicatively competent in their
future professions. The communicative approach is applied
to the four basic skills of language and it is suggested
that these skill areas be integrated in the classroom,
rather than be taught in separate courses, as is presently
the case at Erwai.
Finally, the adoption of a communicative approach is seen
to involve changes not only in classroom activities and
materials, but also in the role of the student and the role
of the teacher.
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A study of equivalence and non-equivalence in selected areas of English and Chinese lexisShimin, Zhang, n/a January 1983 (has links)
This study aims to discuss equivalence and non-equivalence in
some selected areas of English and Chinese lexis and their impact upon
teaching, learning and translating. Attempts have been made to state
the causes of lexical equivalence and non-equivalence and raise and
solve some difficulties and problems arising particularly from nonequivalent
lexemes between English and Chinese.
As a subdiscipline of linguistics, contrastive linguistics is
concerned with the comparison of two or more languages or subsystems
of languages in order to determine the differences and similarities
between them. Based on a practical aim this study tries to provide a
model for the comparison and determine how and which lexemes are
comparable so as to explore the notion of equivalence and non-equivalence.
It is hoped to provide as much information as is possible in a
limited study of this kind on lexical comparison between the two
languages. It compares differences with examples, analyses some of the
problems arising from the errors made by the Chinese students, and
analyses their causes in the areas of noun, verb, preposition, compound
lexemes, reduplicative words and phrases, negation, polysemy, idiomatic
expressions and lexemes derived directly from the cultural background.
Finally some suggestions and considerations are made for those who
might have responsibility for designing courses to train interpreters,
translators or teachers.
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Developing social competence in complimenting behaviour among Indonesian learners of EnglishSoenarso, Lany Idawati, n/a January 1988 (has links)
The study consists of five chapters. The first chapter
gives a brief description of how English as a foreign language is taught in Indonesia and the need to improve the
social competence of Indonesian speakers of English so that
they will be regarded as competent speakers in social
interaction. Language competence, including the notion of
linguistic competence, together with the notions of
communicative competence and social competence, is discussed
in the second chapter, since it underlies the language
learner's knowledge and ability to create and maintain a
harmonious atmosphere in social interaction. Furthermore,
the theory of communicative competence will include
competency in sociocultural rules of use which will specify
the ways in which utterances are produced and understood
appropriately with respect to the components of
communicative events outlined by Hymes. Speech act theory,
particularly as it relates to complimenting behaviour is
discussed.
Chapter three reviews research on complimenting behaviour
and considers some possible reasons why Indonesians do not
pay as many compliments as Australians do. Ways of
perceiving face - threatening acts and politeness are
related to different cultures with different social values
because of their different traditions, experience, ways of
development and ways of thinking. Developing from these
considerations of theory and research, the fourth chapter
describes the study project which deals with what counts as
a compliment in Indonesian and Australian English, what to
compliment about and how people compliment as well as how
people accept and respond to compliments. Analysis of some
problems caused by lack of awareness of the differences
between cultures and the effects of applying ones own
strategy in complimenting behaviour, leading to
misunderstanding, are also discussed. In the final chapter,
the results of the project suggest what Indonesian learners
of English need to be taught to help students develop social
competence in complimenting behaviour. Suggestions for
improving the social competence of Indonesian speakers of
English are made.
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