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.

During the last seven years or so, China has adopted an open-door policy, which has brought about an increase in diplomatic intercourse, and cultural and technical exchanges between China and other countries. And, above all, the number of tourists coming to visit China has been growing rapidly year by year. Together with this increase comes the demand for tour guides, especially Englishspeaking tour guides. Since most Chinese tour guides who are presently working in the travel service have not been able to receive professional training, they encounter difficulties of various kinds in their work. Such a situation demonstrates an urgent need for designing a special curriculum for training Chinese tour guides. Problems with the current situation are analysed in detail in Chapter 2. The analysis reveals that there are problems with the existing arrangement for recruiting tour guides and also tour guides' weakness in oral communication with tourists which is a result of inadequate training. In order to have an objective picture of Chinese tour guides' oral English � both strengths and weaknesses � a questionnaire was designed, and interviews were conducted as part of the field study. The whole of Chapter 3 is devoted to the analyses of the questionnaire and interviews, which includes the designing and distribution of the questionnaire and the data analysis. Chapter 4 focuses on the discussion of the importance of aims and objectives in the curriculum. It offers guidelines for the other elements of the curriculum which are stated in relation to students' future needs. Students are expected to achieve the goals set for them in the course through studying the course materials. Therefore, teaching materials have to be selected in order to be able to serve the basic aims and objectives of the course. Considerations need to be given to both language and content. Details of how to choose course content are dealt with in Chapter 5. The final chapter gives suggestions for teaching and evaluation. This field study report is not intended to present a proper curriculum. Instead, it is hoped to suggest some aspects worthy of consideration when the training in oral English for tour guides is being planned.

Journalism education in China began early this century. However, the drastic changes in the Chinese society since the First World War have greatly hindered the development of journalism education. With the fall of the "gang of four" in 1976, China entered a new period in its history which is marked by a strong desire of the CPC and the people to modernize their country in the shortest possible time. This situation has produced an ever-increasing need for better journalists, especially international journalists who are able to use foreign language to promote mutual understanding and exchange between China and other countries. To meet this demand, the speciality of international journalism, a combination of journalism training and foreign language learning, has come into existence in many institutions. However, to teach Chinese students English journalism, particularly the skill of news writing in English, is not easy. Students constantly encounter difficulties in writing English news articles. They have problems in both language use and organisations. Their writing is very often unnatural and sometimes hard to comprehend for English-speaking readers. The reasons are mainly as follows. First, news writing, unlike any other form of writing, involves particular requirements which need to be carefully studied and analysed, such as the criteria for news value, the special structure of the article and the special choice of words. Secondly, as China's policy towards journalism is very different from that of the west, its approach towards news is also different. Therefore, what is included in a Chinese news article is not always of news value to western readers. Thirdly, Chinese and English are two very different languages. Many dissimilarities exist in all aspects of the two languages, linguistic and rhetorical. Chinese students often find it difficult to free themselves of mother tongue interference. To solve these problems, a comparative study of the news writing styles in both languages should be made by the teachers and students so that they can realise the similarities and dissimilarities between the two languages and their relative strengths and weaknesses in news writing. In addition, practice is also essential in the training of journalists. Extensive exposure to good English news writing styles and practices in producing them will surely benefit the students in their study of journalism.

Increasing contact between China and English-speaking countries in recent years calls for competent language workers to fulfil various communication tasks. To meet this need, it is of great importance and urgency for the Chinese EFL teaching profession to be conscious of the existing problem of communicative incompetence of Chinese EFL learners and to strive for ways and means of reducing it. This study was undertaken as an exploratory study of this problem. As recognised by many now, linguistic competence alone is not sufficient for a successful foreign language learner, one needs to acquire communicative competence as well. In this study, a historical overview of the theory of communicative competence is provided. Following it is a detailed description of a survey which aimed to measure several areas of communicative competence of Chinese learners of English and to find out existing problems. Possible causal factors of those problems are also discussed and are categorised into two groups: communicative interference and weaknesses in the present curriculum, teaching methodology and teaching materials. Finally, implications of this study are examined and tentative suggestions are made in the hope that more and more Chinese EFL teachers will respond to the problem and search for ways to bring about effective learning.

Linguistic competence is a person's knowledge of the forms of a language. This knowledge is not sufficient for communication because communication involves a knowledge of appropriate ways to use the language, that is, when to say what to whom. A part of this total capacity which may be termed 'social competence' is the knowledge and ability to create and maintain a harmonious atmosphere in social interaction. � Social competence is acquired as a person grows up in a given society, learning to play different roles. In social interaction, social competence enables a person to live up to the expectations of these roles, and to act in such a way as to satisfy the interests of others in exchange for satisfaction of his own. One of the individual's interests in interaction is 'face': a desire for freedom from imposition and for appreciation. The preservation of a harmonious atmosphere in social interaction largely depends on how well the interactants preserve their own and each other's face. Certain speech acts are intrinsically face threatening, so mitigating strategies must be used to redress these acts. Owing to the differences in social values and personal relations in different societies, Chinese speakers of English may not perceive the threat to face involved in doing certain acts in the same way that English native speakers would perceive it. As a result, they may unwittingly threaten native speakers' face. Moreover, Chinese speakers may not be able to use mitigating strategies appropriately and may therefore be unable to maintain the desired harmonious atmosphere in interaction with native speakers of English. Therefore, in addition to learning the forms of English language, Chinese speakers should be encouraged to develop social competence, by learning the target language culture and by practising the appropriate polite strategies in social interaction.