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A cross-cultural study of greeting and address terms in English and VietnameseSuu, Nguyen Phuong, n/a January 1990 (has links)
Mastering a new language does not only consist of the ability to
master its system of form but also the ability to use its linguistic
units appropriately. This is because languages differ from one
another not only in their systems of phonology, syntax and lexicon
but also in their speakers' manners of patterning their discourse
and realizing speech acts.
Greeting and addressing people are, to varying extents, formulaic,
culture-specific and routinized in different languages, including
Vietnamese and English. The factors that govern the way one
person greets and addresses another varies across languages and
speech communities. The selection of one linguistic form over
another in greeting and addressing someone largely depends on
Speaker-Hearer relative power paradigm, the context of
interaction and other social factors.
Greetings and address terms by themselves do not carry much
referential meaning but accomplish pragmatic functions. Failure to
use them appropriately may result in communication breakdown
or unwanted hostility, particularly in cross-cultural interactions.
Since communication is meaning-based, conventional, appropriate,
interactional and structured (Richards,1983: 242 ff), speakers of a
foreign language must take into account these elements if they
wish to communicate successfully in the target language.
This study investigates the patterning of greeting and address
terms in Vietnamese and in English, identifying similarities and
differences between them. The factors that govern the way
speakers choose to greet and address are examined.
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An investigation of politeness : two request situations in English and JapaneseTanaka, Noriko, n/a January 1986 (has links)
Until recently, English teaching in Japan focused on giving much
grammatical knowledge to students, and paid little attention to
communicative competence, 'competence as to when to speak, when not,
and as to what to talk about with whom, when, where, in what manner'
(Hymes 1971: 277). However, nowadays, the importance of
communicating with foreign people for mutual understanding is often
pointed out, and communicative competence is gradually receiving more
attention in English teaching in Japan. Grammatical knowledge is not
sufficient for making students communicate well, and in addition to
grammatical knowledge, the knowledge of appropriate use of the
language is necessary for effective communication. Furthermore, as a
part of communicative competence, 'social competence', the knowledge
and ability to create and maintain a harmonious atmosphere in social
interaction, should be given more attention in order to allow
students to communicate with English speaking people harmoniously and
effectively.
Although a number of teachers have noticed the importance of
communicative and social competence, such competence is not taught
sufficiently in Japan. One reason for this is that, with few
opportunities to communicate with native speakers of English in
Japan, teachers themselves do not know well the communication
patterns of English in actual situations. To develop students'
communicative competence, Japanese teachers of English need to know
the cultural patterns in English, and to see what kind of problems
could occur for Japanese students. It is intended that this field
study will contribute a small part to the growing understanding of
the cultural patterns in English and Japanese.
Before considering the possible problems especially for Japanese
learners of English, three possible causal factors of communication
problems for non-native speakers are discussed:
(1) lack of linguistic competence
(2) transfer of native cultural patterns
(3) false stereotyping.
As a basis for considering the problems in terms of politeness
strategies, in particular, Brown and Levinson (1978)'s 'face theory'
is introduced, and some characteristics of Japanese cultural patterns
which may cause some politeness problems are discussed. Based on the
discussion, some hypotheses are built up about Australian and
Japanese communication patterns, and an investigation has been
conducted, focusing on two request situations:
(1) asking a lecturer to lend a book
(2) asking a friend to lend a book.
Four Australian native speakers of English and four native speakers
of Japanese were asked to role-play in each situation, and their
results were compared with each other. These results were also
analyzed in comparison with the results of four Japanese speakers of
English and four Australian speakers of Japanese.
Although this is a preliminary study and has some limitations in
the investigation, the results show that, although politeness is a
universal phenomenon, it is expressed differently in English and
Japanese, and they indicate some possible problems in politeness
strategies for Japanese speakers of English and for Australian
speakers of Japanese.
As to the implications of the results for English teaching in
Japan, three points can be considered:
(1) the need to make students aware of the cultural patterns of
English
(2) the need to teach students sufficient variety of
expressions
(3) the need to give students enough practice.
In terms of these points, some weaknesses in English teaching in
Japan are discussed. For example, teachers do not have enough
knowledge of communication patterns in English, materials used in
class do not give enough information about the target culture and
actual use of English by native speakers, and the amount of time
spent on English in the school curriculum and the number of students
in one class cannot be considered desirable for the purpose of giving
enough practice to each student.
These problems are not easy to solve, but it is possible to find
ways to improve the situation. In the final chapter, some practical,
though tentative, suggestions are made in the hope that English
teaching in Japan will be improved to help students to communicate
well with people in different cultures.
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An investigation of how new language is introduced to learners of English in VietnamThao, Tran Xuan, n/a January 1990 (has links)
This study investigated how new language is introduced to learners of English
in Vietnam in terms of textbooks and teachers' presentation.
The data sources for this study were from (1) an analysis of the two types of
English textbooks being used in Vietnam: those written by native speakers of
English and those written by Vietnamese authors, (2) an analysis of class-visit
reports of 176 periods of English classes in Hue, and (3) an analysis of 57
questionnaires answered by two groups of Vietnamese teachers of English:
39 high school teachers and 18 tertiary teachers.
Results from the study indicated that:
-In general, the textbooks of both types fail to introduce the
sociolinguistic aspects of the target language to the learners: the textbooks
written by native speakers of English are very culture-specific. The contexts of
situation in these textbooks in most cases are too implicit for both the teachers
and the learners. The explanation of most cultural aspects in the textbooks is
either not sufficient or not provided. On the other hand, the English cultural
aspects introduced in the textbooks written by Vietnamese authors are biased.
- Although most teachers have indicated their awareness of the
importance of both cultural and linguistic aspects of new language, actual
records of their presentation methods revealed more emphasis on the latter,
that is the linguistic features.
For the teaching of English to the Vietnamese learners, the results of this study
lead to rejection of the idea of presenting new language without reference to
the target culture as well as the idea of presenting new language removed
from the context of situation. The results suggest the need for adaptation and
supplementation of textbooks, and the inclusion of context of situation into the
teacher's presentation of new language.
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Error analysis and English language teaching in VietnamThom, Nguyen Thi, n/a January 1985 (has links)
This field study report covers four major areas :
1. Error analysis in language teaching and learning and
its procedures
2. The relevance of error analysis to the teaching of
English as a foreign language in the Vietnamese situation
3. Analysis of errors made by Vietnamese speakers
4. The use of error analysis in teaching English to
Vietnamese speakers.
Error analysis can be a useful adjunct to second language
teaching, since it serves two related but distinct functions : the
one, practical and applied in everyday teaching, and the other,
theoretical, leading to a better understanding of the second
language learning acquisition process.
This study emphasizes the practical uses of error analysis in
teaching and correction techniques, materials development and
syllabus design. It is hoped that error analysis will make some
contribution to the teaching of English as a foreign language to
Vietnamese speakers, whose language is quite different from English
and whose culture is far from being similar to that of English
native speakers.
This study is aimed at helping Vietnamese teachers of English
to change their attitude to students' errors and see them in a more
positive way, rather than as signs of failure on the students' part.
It is suggested that a teacher of English must be able to
recognize errors when they occur, to form some idea of the kind of
error made and also why they occur. Finally, he must then be able
to draw, from the analysis thus made, some conclusions as to what
and how he should teach.
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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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