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1
Loan, Nguyen Kim, and n/a. "Listening comprehension tests for intermediate students at Hanoi Foreign Languages College." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060818.141820.
Full textAbstract:
In Vietnam today there is an urgent demand for well-designed tests
of listening comprehension. Little attention has been given to this
problem. This field study is intended to provide guidance on the
design of listening comprehension tests and in particular for
intermediate level students at the Hanoi Foreign Language College
(HFLC).
The Field Study Report consists of six chapters. Chapter One gives a
brief introduction which covers the problem, aims, subjects
(testees) and the background of the Field Study Report.
Chapter Two deals with the purposes of testing in some detail,
setting this in the framework of the teaching-testing link, teachers
and testing, and students and testing. Test characteristics are
considered and the problem of sampling for test content is addressed.
Chapter Three concerns test items for listening comprehension. The
chapter begins with a short description of listening comprehension
and is followed by a survey of theorists on listening comprehension
together with the test items for listening that they suggest. Some
commonly-used standardised tests and their listening items are
discussed.
The chapter ends with a checklist of selected listening items
suitable for students at HFLC in Vietnam.
Chapter Four discusses the designing and trialling of test items for
listening comprehension, such as multiple choice, completion of a
taped talk, matching pictures with statements etc. The chapter
presents the results of the trialling of sample items and also deals
with correlations between the sample tests used.
Chapter Five deals with test design and development in general. It
clarifies the bases for test design and provides a checklist of
steps in the development of tests. In addition, the chapter includes
a resources inventory for listening test items.
Chapter Six presents the conclusions of the Field Study Report.
2
Thuoc, Bui Duc, and n/a. "Teaching functional spoken English at the Hanoi Foreign Languages Teachers' Training College." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.133858.
Full textAbstract:
The English language occupied a specially
important status in the increasing development of science,
technology, culture and international relations in Vietnam,
which has resulted in a growing demand for English Language
Teaching (ELT) all over the country. The Hanoi Foreign
Languages Teachers' Training College in general and its
Department of English in particular plays a very important
role in this by producing as many teachers of English as
possible for high schools as well as for other Colleges and
Universities in Vietnam as a whole. Unfortunately, ELT in
Vietnam is still far from satisfactory. There exists a common
problem of communicative competence in Vietnamese students,
even in Vietnamese teachers of English. ELT at HFLTTC is
taken to illustrate the fact that even after five years'
training, graduates remain deficient in the ability of
language use as well as understanding its use in normal
communication. This being the case, how can they carry out
effectively the teaching of English to high school pupils or
students at other institutions?
In this situation, we need to take a serious look
at ELT in the Department of English at the HFLTTC so as to
suggest suitable materials and methods which will enable the
Institution to function more effectively.
This project makes an exploratory study of the
problem. To provide a context for the study, the background
to ELT in the Department of English is reviewed. This is
followed by a detailed description of different approaches
used in ELT with the reference to the actual activities of
teaching and learning in the Department of English. A special
emphasis is placed on the difference between conventional
approaches and the currently influential one - The Functional-
Notional-Approach to language teaching and learning. The
basic notions of this approach will be covered and also
different categories of functions and categories of
situations which the students of English often encounter in
using English. Different techniques of teaching functional
spoken English will be suggested with an aim to improving the
teaching of spoken English in the above-mentioned setting.
It is hoped that this project may become a
contribution to solving some of the existing problems of
inadequate communicative competence of Vietnamese students of
English and to teaching and learning English with effective
communication skills in the Department of English at the
HFLTTC.
3
Bong, Nguyen Thi, and n/a. "Communication in teaching speaking skills at the Hanoi Foreign Languages Teachers Trainin College." University of Canberra. Teachinf English to Speakers of other Languages, 1988. http://erl.canberra.edu.au./public/adt-AUC20060608.151436.
Full textAbstract:
In recent years, English has become a compulsory
subject in schools and many tertiary institutions of
Vietnam. The need to train teachers of English is greater
than ever before.
However, in the Hanoi Foreign Languages Teachers
Training College (HFLTTC), English language teaching in
general and the teaching of oral skills in particular leave
much room for improvement. The students' oral proficiency is
far from satisfactory.
This problem has inspired the writing of this
study report as an attempt to search for an appropriate
method to improve the students' communicative competence.
The study consists of four chapters. Chapter one
will overview some English Language Teaching (ELT) methods
in relation to teaching spoken English and their application
in Vietnam.
Chapter two will consider the context of the
HFLTTC where teaching and learning are carried out with a
view to identifying an appropriate approach to the problem.
Chapter three will outline communicative
competence as an objective of the ELT and discuss principles
of the communicative approach to attain the objective, and
suggest teaching material through which the principles can
be applied.
Chapter four will recommend the classroom
techniques which may improve the students' oral proficiency.
This study report should be regarded as an
attempt to apply the communicative approach to teaching oral
skills to students in the context of Vietnam.
4
Pham, Khai Hoan, and n/a. "Psychological and cultural factors related to methodologies to Hanoi Foreign Languages Teachers' College students." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060725.121143.
Full textAbstract:
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.
5
Tran, Thi Lang, and n/a. "Towards an appropriate syllabus for the first year students at Hanoi Foreign Languages Teachers' College." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060815.142225.
Full textAbstract:
This field study is aimed at establishing
criteria for an appropriate syllabus for the first-year
students of English at the Hanoi Foreign Languages
Teachers' College.
Following an overview of the past and present
English language teaching in North Vietnam and at the
Hanoi Foreign Languages Teachers' College, the students
and their learning problems are analyzed with a view to
determining student needs. Such needs should be taken
into account when selecting appropriate syllabus content.
The relative advantages and disadvantages of
language syllabus and teaching methods are discussed.
The types of syllabus analyzed are : the structural
syllabus, the situational syllabus, and the functional
syllabus. The methods considered are:the grammar translation
method, the direct method, the audio-lingual
method and the communicative approach.
The study next identifies the constraints in
designing the first year syllabus for the Hanoi Foreign
Languages Teachers' College. The things to be considered
are the desired qualifications of the language teacher
and the program for teacher-training at the college. At
the same time, the first year students of English
are studied in terms of previous learning experience
and motivation.
The next stage brings together institutional
needs and methodological options in a discussion of an
appropriate syllabus for the first year.
1 . The syllabus aims and objectives : that is,
the production of proficiency in the four language skills,
especially the oral skills of speaking and listening.
2. The syllabus content : the general principles
as well as the actual selection of various functions and
topics.
3. The method : examination of an eclectic
method and the teacher's roles in the classroom as well
as the guidelines for more effective teaching.
4. Evaluation: the functions of and the techniques
for evaluation.
A sample of a language unit of the syllabus
follows the discussion of constraints.
After a general discussion of the teaching of
each of the four skills, the study comes to some of the
techniques for developing the oral skills of speaking
and listening, the main objectives of the first year
syllabus.
It is intended that this field study will
contribute a small part to the growing understanding
of the syllabus design which, for a long time, has been
so controversal an issue at the Hanoi Foreign Languages
Teachers' College.
6
Pham, Minh Cuong, and n/a. "Towards a syllabus in teaching English pronunciation to Vietnamese students in Hanoi Foreign Languages College." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060704.101218.
Full textAbstract:
English has been taught in Vietnam for about forty years
and the number of English learners increases every year.
Whatever the course of teaching English may be, the teaching
of pronunciation is always a beginning part of it.
The materials used in teaching pronunciation vary from
schools to colleges, but the way of teaching is always
the same. It means that students have to imitate what the
teachers have pronounced with a very simple explanation
of how to pronounce it. This causes great problems, because
not all teachers have correct pronunciation and not all
students can imitate the teachers in the right way.
At the Hanoi Foreign Languages College, students are
trained to be teachers of English. They not only need to
have correct pronunciation, but also need to know how to
pronounce sounds. In order to teach pronunciation effectively,
they need to have a certain knowledge of phonetics
and know the difference and similarity between the sound
systems of English and Vietnamese.
To help awareness of the necessity of good pronunciation
and the present problems associated with teaching it, this report:
a/ points out the importance of teaching English
pronunciation in teaching English;
b/ gives an overview of English teaching in general
and the teaching of pronunciation in particular.
To improve the teaching of pronunciation at the Hanoi
Foreign Languages College, this report:
c/ makes a comparison between sound systems of
English and Vietnamese;
d/ proposes material for the teaching of pronunciation
for the Vietnamese students of the Hanoi
Foreign Languages College, bearing in mind the
context of the Vietnamese teaching and learning
situation.
It is hoped that this report will be of practical use:
for teachers and students in the Hanoi Foreign Languages
College.
7
Nguyen, Huy Hieu, and n/a. "The place of translation and interpretation in a five-year English course at the Hanoi College of Foreign Languages." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060724.093227.
Full textAbstract:
In order to raise the standard of teaching and
learning translation and interpretation, one of
the essential points is to understand the fundamental
issues of the theory of translation and interpretation
as well as the qualities expected of translators and
interpreters.
Therefore, this Field Study Report attempts to
review some of the literature available on these
questions and make a survey of various translator
and/or interpreter training courses outside Vietnam.
Then, based upon the implications given by these
theoretical issues and the findings from the survey
of these courses, this Field Study Report tentatively
suggests ways to raise the standard of teaching
translation and interpretation at the Hanoi College
of Foreign Languages.
Accordingly, the context of the Vietnamese
situation is always kept in view throughout these
discussions.
8
Hoang, Cong Thuy, and n/a. "Teaching reading to E.F.L. (English as a foreign language) Vietnamese students at the Hanoi Foreign Language Teachers College (HNFLTC)." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.144404.
Full textAbstract:
Chapter 1 introduces the aims and objectives of the study.
It is followed by an analysis of the present situation at the Hanoi
Foreign Language Teachers College and the problems encountered by
teachers and administrators in ensuring the maximum efficiency of
the EFL programme.
The Report continues by asking a number of pertinent
questions about the methodology and techniques used in the teaching
of reading. This, in turn, is linked with theoretical considerations
which the writer examines at some length taking into account numerous
issues about language processing, cognition, expectation and
motivation, comprehending, discourse analysis, text cohesion and
so on.
Attention is then focused on the reader and the environment
in which he operates. In addition the reading lesson comes under
scrutiny and procedures, as well as material selection and teaching
systems are discussed. Finally the writer attempts to make suggestions
to his colleagues in the EFL field based on his own experience and
convictions.
9
Hong, Le Thi, and n/a. "Towards a syllabus for teaching reading comprehension to Vietnamese students of interpreting and translating at the Hanoi Foreign Languages College." University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060725.161311.
Full textAbstract:
Much research on reading comprehension has been done with native readers
in mind; however, this study deals with reading comprehension problems for
non-native readers - Vietnamese students of English.
The study begins with a description of the interpreters and translators
training at the Hanoi Foreign Languages College. Based on the aims and
objectives of the training course the study emphasises the importance of
teaching reading skills to Vietnamese interpreter and translator students in
the first, second and third year.
To deal with this problem, the study overviews relevant theoretical issues of
reading skills presented in current literature with the purpose of relating
these to the realities of teaching reading in a particular context in Vietnam.
The study then looks at the main problems of teaching reading skills in the
English Interpreter Department at the Hanoi Foreign Languages College.
Focus has been placed on the analysis of some difficulties encountered by
Vietnamese students reading English in an attempt to answer the pertinent
question 'Why is it difficult for Vietnamese students to read English?'
Consequently, the study considers ways in which the teaching of reading
skills to Vietnamese students of interpreting and translating may be
improved. The study is also concerned with the selection and development of
materials and then proposes a reading syllabus in order to promote more
rapid and efficient progress in the teaching of reading skills.
Finally, the writer makes some suggestions about how to improve the
situation of teaching reading to her colleagues in the EFL area based on her
own teaching experience.
10
Loc, Ton That Tung, and n/a. "Assessing the spoken English of Vietnamese EFL teacher-trainees." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060818.142405.
Full textAbstract:
This study examines the problems of constructing and
administering a test of spoken English for Vietnamese EFL teacher-trainees. In
an attempt to standardize the assessment, a planned oral interview was pilottested
with a group of ten Vietnamese EFL teachers currently enrolled in a
Graduate Diploma Course in TESOL at the Canberra College of Advanced
Education, Australia. Results of the study indicate that the validity and reliability
of such measurement can be achieved if certain carefully outlined procedures in
planning the test and training the testers are carefully followed.
Given the close relationship between testing and teaching, it is
suggested in this study that there could be an improvement in the teaching of
spoken English to Vietnamese EFL teacher-trainees if (i) the amount of time
allocated to testing oral proficiency in the curriculum was increased, (ii)
Vietnamese EFL teachers were provided with formal training in language test
construction, and (iii) research on EFL oral testing was encouraged. Further,
this study recommends co-operation between TEFL institutions in Vietnam to
develop standard instruments for the assessment of spoken English of EFL
teacher-trainees on a national level.
11
Cat, Bui Van, and n/a. "Background studies for Vietnamese students of English." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060628.130310.
Full textAbstract:
Recent years have witnessed many developments in
the use of the communicative approach in language
teaching. This approach aims at developing students'
ability to communicate with native speakers of the
target language. To achieve this ability, students
are required to have not only linguistic competence
but also communicative competence. That is why the
students need not only the linguistic knowledge but
also the background knowledge of the culture in which
the language is spoken.
Language is a part of culture. Cultural differences
always cause problems for speakers of
different cultures while communicating. Therefore,
the " learning of a second culture is often a part
of the learning of a second language " (Brown, 1980:
242 ) .
Background Studies, including culture, used to
be neglected or taught improperly in the curriculum
of the Hanoi Foreign Languages College. In consequence,
Vietnamese E.F.L students at the College have a poor
background knowledge of the English speaking countries
and their people's patterned ways of life. This causes
difficulties for them when communicating with native
speakers of English, even when they are studying
at the College where culture-based textbooks and
materials are commonly used.
Therefore, Background Studies, including
culture, must be seen as a separate and indispensable
component of the curriculum of the College
which aims at providing the students with the
background knowledge of English speaking countries
and with an awareness of their people's ways of
life, their customs and habits and so on. Various
techniques for the teaching of this subject are
examined.
12
Phuc, Vu Van, and n/a. "A consideration of how the communicative approach may be used in language teaching in Vietnam." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061102.160458.
Full textAbstract:
Increasing development of the relationship between Vietnam and other
countries has resulted in a great demand for English language teaching (ELT)
throughout the country. The need is ever greater for a considerable number
of people who can use English effectively in their work. However, at present
ELT in Vietnam is still far from satisfactory. There exists a common problem
of communicative incompetence in Vietnamese learners. ELT in the Hanoi Foreign Languages Teachers' College (HFLTC) is taken to illustrate the fact
that even after five years of training, students frequently remain deficient in
the ability to actually use the language, to understand its use in normal
communication, and to carry out their teaching adequately afterwards.
That existing situation demands a critical look at ELT in all institutions to
work out suitable materials and methods to be used in the Vietnamese setting.
This work has been undertaken as an exploratory study of this problem. To
provide a context for the study, the background to ELT in Vietnam is
reviewed. Following it is a detailed description of different approaches used
in ELT with reference to the teaching and learning situations in Vietnam.
Special emphasis is placed on the differences between conventional
approaches and the currently influential one - the Communicative Approach.
A detailed comparison is made between two lessons taken from structuralbased
and functional/notional-based textbooks representing two distinct
approaches. This comparison will be examined from the methodological point
of view, investigating, for example, how language is treated in the two
approaches, how different types of activities are used, and the role of teacher
and learner in the two approaches in order to highlight a possible fresh
approach for Vietnamese coursebook designers, teachers and learners in ELT.
A sample lesson based on the Communicative Approach is finally provided to
assist any attempts to teach and learn English communicatively.
It is hoped that this survey will contribute to reducing the existing problem
of inadequate communicative competence in Vietnamese learners.
13
Ngoc, Hung Nguyen, and n/a. "Proposed EAP and ESP syllabuses for Vietnamese students going to study overseas." University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060731.132843.
Full textAbstract:
The increasing number of economic and cultural aid programmes for
Vietnam to reconstruct its war-torn economy in recent years from the
United Nations Development Programme and other international and
governmental organizations has created a great demand for English language teaching and learning in Vietnam. The language problems
that face Vietnamese scientists and technicians working in these aid
programmes have been a major concern of many educational
institutions in Vietnam and a reason for the author of this Study
Report to take up this study.
Chapter one of this study covers major stages of development of the
teaching of English for Specific Purposes (ESP) and various factors
that influence the teaching of ESP.
Chapter two discusses some current issues in the teaching of ESP in
Vietnam with special reference to course organization, syllabus and
material design at the Hanoi Foreign Language College. It also
points out some misunderstanding and misconception in the teaching
of English to Vietnamese scientists and technicians.
Chapter three looks at major language problems that Vietnamese
students meet when they go to study at different colleges or
universities in English speaking countries. A close investigation
will be carried out over a number of Vietnamese veterinary doctors
studying at the university of Queensland in Australia.
Chapter four is concerned with the selection of suitable syllabus
models for ESP/EAP courses at HFLC and also attempts to work out
appropriate syllabuses for EAP courses for Vietnamese students going
to study overseas.
The final chapter suggests some further considerations for
organizing ESP/EAP courses at HFLC especially for material
production, ESP teacher training and ESP testing.
It is hoped that this Study Report will give language teachers in
the ESP Department at the Hanoi Foreign Languages College a clearer
picture of what ESP is all about and provide some guidelines for
successful organization of teaching ESP and EAP to Vietnamese
students.
14
Nguyen, Thi Hong, and n/a. "Towards a professional development program for teachers of English in Vietnamese high schools." University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060726.145916.
Full textAbstract:
This field study proposes a basis for the establishment of a
professional development program for Vietnamese high school
teachers.
The social background and the problems of teaching and learning
English in Vietnamese high schools are discussed, including the
students' goals in learning English in high schools; the teachers'
qualifications and the methods of teaching commonly used; the
coursebooks and how they are used; learning facilities, and the
attitudes and policy decisions of education authorities.
To develop effective solutions to these problems, it is
necessary also to know the background to teaching and learning
English in Hanoi Foreign Languages Teachers' College.
In-service training is of vital importance in the education of
all nations. A review of what other people have done in this field
is included with particular reference to the problems which are
relevant to the situation in Vietnam. Given the constraints of
funding and work procedures, a short full-time in-service course
would be the most practicable for the Vietnamese situation.
A survey of the needs of high school teachers in their
professional development has been carried out and is discussed in
relation to the priorities to be given to various components of an
in-service syllabus. The priorities were found to be: to improve
the language, teaching techniques and awareness of a communicative
approach to teaching and learning language of high school teachers
in Vietnam.
These priorities having been identified, the study considers:
iv
1 - the syllabus model.
2 - the development of specific goals.
3 - the development of content.
4 - possible modifications of the syllabus in the future.
The solution to the problem of professional development must
take into account not only the work of internationally known
authorities, but also the needs of Vietnamese teachers. The
proposed course suggests ways of finding out and meeting the needs
of participants and points to possible future development.
15
Dan, Nguyen Trong, and n/a. "Towards a syllabus for teaching commercial letter writing to commerce students in Vietnam." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060704.115742.
Full textAbstract:
There are increasing needs for trained business persons as a result of the
recent rapid development of foreign trade in Vietnam. A good command of
written commercial English is one of the most important qualifications of a
business person. At present the Hanoi Foreign Trade College is the only
institution which is responsible for training commerce students. The
teaching of writing skill in general and the teaching of commercial letter
writing in particular still leave much to be desired. The writing skill of
graduates of the Hanoi Foreign Trade College is far from satisfactory
This Field Study Report aims at identifying the difficulties and the needs of
commerce students in the Hanoi Foreign Trade College. It takes into
consideration the language and learning needs of the target students in
order to suggest a syllabus for the teaching of commercial letter writing to
commerce students more efficiently.
The Field Study Report consists of seven chapters.
Chapter I provides an analysis of the teaching and learning situations at the
Hanoi Foreign Trade College and problems of the teaching of commercial
letter writing.
Chapter 2 looks at some major theoretical problems and practical issues for
Specific Purpose English syllabus design and material production for the
teaching of commercial letter writing to commerce students at the Hanoi
Foreign Trade College.
Chapter 3 is a contrastive analysis of western commercial letters,
Vietnamese commercial letters in Vietnamese and Vietnamese commercial
letters in English.
Chapter 4 is an analysis of the results of a survey made in 1988 to identify
the needs of commerce students for commercial letters.
Chapter 5 is mainly concerned with designing a communicative syllabus for
the teaching of commercial letter writing to commerce students in Vietnam.
Chapter 6 is the proposed syllabus for the teaching of CLW to commerce
students at the HFTC, Vietnam.
Chapter 7 is the conclusion.
This Field Study Report should be regarded as an exploratory attempt to
adopt the communicative approach in designing a syllabus for the teaching
of commercial letter writing to commerce students in Vietnam.
16
Nguyen, Duc Hoat, and n/a. "Towards a communicative approach to teaching speaking skills to students of commerce in Vietnam." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060725.121755.
Full textAbstract:
As a result of the development in foreign trade in
Vietnam, there is a growing need for trained business
executives and business people. A good command of spoken
English is one of the most important qualifications of a
foreign trade executive who needs English as a means of
communicating with English speaking people in various
business activities. At present, the responsibility for
training students of commerce mainly rests with Hanoi Foreign Trade College. English language teaching in
general, and the teaching of speaking skills in particular
still leave much,to be desired. The students' oral
proficiency is far from satisfactory.
The purpose of this report is to explore the two
main problematic areas in teaching speaking skills to
students of commerce in Vietnam: syllabus design and
teaching methods.
The report consists of four chapters. Chapter one
looks at some major theoretical problems and practical
issues in English for Specific Purposes teaching. Chapter
two provides an analysis of the teaching and learning
situations at Hanoi Foreign Trade College and problems
in teaching oral skills. Chapter three is mainly concerned
with designing a communicative syllabus for the teaching
of speaking skills to students of commerce. Chapter four
deals with the theoretical assumptions and processes
involved in oral communication and discusses some classroom
methods and techniques in the light of the current
communicative approach.
This report should be regarded as an exploratory
attempt in adopting the communicative approach to teaching
oral skills to students of commerce in Vietnam.
17
Dung, Tran BA Viet, and n/a. "Teaching listening skills to students of commerce at Hanoi Foreign Trade College." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060706.122222.
Full textAbstract:
There is a great need for competent teaching of Business
English in tertiary institutions in Vietnam.
At the Hanoi Foreign Trade College (HFTC) alone, about 150
students per year seek training to equip them to work in export
and import organizations, banks for foreign trade and customs
departments.
In teaching such students, one problem is the provision of
interesting and relevant materials. This study addresses the
question of selection of materials and techniques for teaching
business English listening skills.
This Field Study Report consists of five chapters. Chapter 1
describes the purposes and aims of study, the background to
this study, dealing with students, the teaching and the
curriculum.
Chapter 2 looks at the general theory about listening and in
particular listening in business. The chapter also describes
listening requirements for business graduates from the HFTC.
Chapter 3 discusses criteria for selection of textbooks for
language teaching in general and for teaching listening skills
in business English in particular.
Chapter 4 surveys the teaching of business English in two
institutes of Technical and Further Education in the Australian
Capital Territory (ACT).
The final chapter makes suggestions for priorities to improve
the teaching of business English.
This Field Study Report should be regarded as an exploratory
attempt in choosing classroom techniques and materials for
teaching listening skills to students of commerce at the Hanoi
Foreign Trade College.
18
Awad, Ghada M. "MOTIVATION, PERSISTENCE, AND CROSS-CULTURAL AWARENESS: A STUDY OF COLLEGE STUDENTS LEARNING FOREIGN LANGUAGES." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1542036826465842.
Full text
19
Huyen, Tan Thanh, and n/a. "Meeting the need for business English in the new Vietnam." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060801.105057.
Full textAbstract:
As a result of the New Economic Reform in Vietnam, the need for more
business people proficient in the English language is constantly growing.
This need requires the Hanoi Foreign Trade College, which is officially
charged with the training of business people for the whole country, to
devise relevant curricula for short courses in Business English.
The purpose of this report is to examine some major theoretical and
practical issues in English for Specific Purposes (ESP) and in syllabus
design that can provide course designers at the Hanoi Foreign Trade
College with a deeper insight into the problems essential to the
development of their work.
The report consists of five chapters:
(i) Chapter One is the Introduction. It gives the background to the
study, pointing to changes in Vietnam and the role of the HFTC in
adapting to meet the new need created by these changes.
(ii) Chapter Two deals with the methodology employed in the data
collection and discusses its findings.
(iii) Chapter Three looks at some major theoretical issues in English for
Specific Purposes with a view to applying this theory to the practical
needs for Business English in Vietnam.
(iv) Chapter Four is directly concerned with the planning of the short
courses in Business English for Vietnam which are the central focus
of this study.
(v) Chapter Five is the Summary and contains recommendations for
future development of the proposed short courses.
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Juveland, Sara Racheal. "Foreign Language Students' Beliefs about Homestays." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/289.
Full textAbstract:
Language students studying abroad are presented with multiple housing options. Living with a host family in a homestay is widely believed to be the most beneficial option. However, little research has been done as to how students' beliefs about homestays may affect their choice of housing. In this study, 116 language students completed the Student Beliefs About Homestays Questionnaire. Quantitative and qualitative data analyses indicated that students value homestays not only for the opportunity for language acquisition, but also for the inside look at the family life and culture of the host country and for the support a family setting provides. Student beliefs about negative aspects of homestays (such as the possibility of being placed with a bad family) and the role of the homestay placement program were also investigated; several practical implications were drawn for staff in homestay placement programs and language institutions that may improve the homestay experience.
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Hadjioannou, Adamantia. "The role of corpus linguistics in a lexical approach to college level English-as-a-foreign-language pedagogy." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2791.
Full textAbstract:
This project offers methods for English-as-a-foreign-language (EFL) undergraduate students to improve their English skills following a lexical approach to language incorporating the methodology of corpus linguistics research.
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Kano, Noriko. "The Relationships of Text Structure and Signaling in the Foreign Language Reading of Female Junior College Students in Japan." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279288/.
Full textAbstract:
The effects of top-level text structure and signaling on the reading recall of Japanese female junior college students studying English as a foreign language were investigated in this study. One hundred thirty-two subjects were selected from a private female junior college in Tokyo. The students were divided into three groups—high, average, and low reading comprehension levels—based on the results of the Test of Reading Comprehension. The instrument used to measure students' recall ability was developed from expository passages taken from a biology textbook. The passages were rearranged to show identifiable top-level structure, collection of description, causation, problem/solution, or comparison. Each passage was divided into two versions: a with-signaling version, in which top-level structure was explicitly stated by signaling words or phrases, and a without-signaling version, where signaling words or phrases were omitted. After the students were stratified on reading comprehension, they were assigned to eight different versions of text—two of each of the four top-level text structures, one with- and one without-signaling. In the recall test, students were instructed to read the text and to remember as much as they could.
23
Godfrey, Kathleen Ann. "Global Learning Outcomes of a Domestic Foreign Language Immersion Program." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1034.
Full textAbstract:
There is a critical need for college students to receive an education that fosters global learning in preparation for life in an increasingly interdependent and interconnected world. Universities recognize this need and endeavor to provide a range of programs that target global knowledge and skills, and meet the needs of traditional and non-traditional students. Domestic foreign language immersion programs can contribute to student global learning and development by providing students with an opportunity to participate in a rich global learning experience in the U.S. While some researchers have investigated impacts of domestic foreign language immersion on language proficiency, few studies of other kinds of global learning outcomes are available, and research is needed to gain an understanding of program impacts and make improvements.
The purpose of this study was to determine the extent to which participation in a domestic foreign language immersion program was perceived to influence global learning and development. The study used a mixed-methods design that incorporated as a key instrument a retrospective survey of former participants in a university-level domestic foreign language immersion program. Perspectives from short-term study abroad, foreign languages, transformative learning, and global citizenship informed the research.
The study found that participants in a domestic foreign language immersion program perceived influence in all three domains of global development. The degree of perceived influence was similar in the three domains except in the area of social responsibility, which received a significantly lower rating. Finally, student characteristics, including age, language level, prior international or other intercultural experience, and on/off-campus residence were not associated with perceived program influence. A qualitative analysis helped explain these findings.
24
Jackson, Marguerite Faye. "Improving interactional competence in a Teaching-English-to-Speakers-of-Other-Languages training program." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1619.
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García, María de la Paz. "Integrating children's literature into a college foreign language class: a teacher-researcher's perspective." Thesis, 2007. http://hdl.handle.net/2152/3045.
Full text
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García, María de la Paz 1970. "Integrating children's literature into a college foreign language class : a teacher-researcher's perspective." 2007. http://hdl.handle.net/2152/13219.
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Xiao, Ling Keller John M. "How goal orientations, perceived competence, and strategy training affect college students' use of self-regulated learning strategies and achievement in learning foreign languagies." Diss., 2006. http://etd.lib.fsu.edu/theses/available/etd-03282006-171048.
Full textAbstract:
Thesis (Ph. D.)--Florida State University, 2006.Advisor: John Keller, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed June 12, 2006). Document formatted into pages; contains viii, 80 pages. Includes bibliographical references.
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Chen, HuiYi, and 陳惠怡. "A Study of Learning Motivation and Satisfaction for Junior College Students Taking Japanese as a Selective Course in Taiwan―A Survey Based on Departments of Non-Foreign Languages of Day Division―." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/2ckxqq.
Full textAbstract:
碩士輔仁大學
日本語文學系
99
「専科学校から技術学院への昇格、技術学院及び科技大学での専科部設置の施行規則」という行政命令により、1996年から台湾での専科学校が制度改革時期を迎え、15校の職業高校は専科学校に昇格した（14校の医療管理専科学校と1校の普通専科学校を含む）。本論は現存している15校の専科学校のうち、日間部非外国語学科で日本語を選択科目として開設した６校を研究対象にし、アンケート調査を行い、学習者の満足度を調べたものである。 本論が使用した調査票の対象は、学校側、教師、学生の3種である。まず学校側と教師の調査票を統計分析し、専科学校での日本語教育実況を把握した。そしてこれを学生の調査票の分析結果と合わせ考察を加えた。学生の調査票は統計ソフトのSPSSを用い、予備調査で項目分析と因子分析によって不適切な項目を削除、信頼性と妥当性を確認し、調査結果を分析した。更に、学習者の背景の違いによる動機付け及び学習満足度の有意差の有無、動機付けと学習満足度との関連性を検討した。 結論として、 一、最も強い動機付けは「日本へ旅行したい」であり、最も学習満足度を得られている項目は「いつも日本語の授業に出る」ことだと分かった。 二、動機付けでは、「男女別、訪日経験の有無」は有意差が見られなかった。また学習満足度では「男女別、訪日経験の有無、日本の友人の有無、科別」では有意差が見られなかったが、他の変数では動機付け及び学習満足度に有意差が見られた。 三、動機付けと学習満足度との間に顕著な正相関が現れ、学習者の動機付けを維持向上させれば、学習者の学習満足度に役に立ち、学習成果も達成できることが分かった。 キーワード：専科学校、日本語、アンケート調査、動機付け、学習満足度 According to “Implementation Regulations Governing the Reorganization of Junior Colleges into Technical Colleges and the Establishment of Junior College Divisions by Technical Colleges and Technical Universities”, the reorganization of vocational and technological colleges and universities began from 1996 in Taiwan. After the institution status change, 15 vocational high schools were reorganized into junior colleges--14 nursing junior colleges and 1 junior general college. The study surveyed departments of non-foreign languages of day division in 6 junior colleges. School, teacher and student questionnaires were designed for the study. Because of the small quantity of school and teacher questionnaire data, the analysis was used to explain the conclusions gathered from student questionnaire data and Japanese education in junior colleges. Student questionnaire data was analyzed by using SPSS 18.0 software. Item analysis and factor analysis was made in questionnaire pretesting. After deleting inappropriate items, confirming reliability and validity of student questionnaire, the official questionnaire was distributed to the 6 junior colleges in order to investigate the variance of two pairs: ○1personal backgrounds of learners and learning motivation ○2personal backgrounds of learners and satisfaction. The third purpose is to explore the relationship between learning motivation and satisfaction. The results of this study are the following: 1.”Wanting to travel to Japan” is the strongest learning motivation and “I attend Japanese classes all the time” has the highest average of satisfaction in junior colleges. 2. There are no marked differences in “gender, experience of visiting Japan” between personal backgrounds of learners and learning motivation, and in “gender, experience of visiting Japan, having Japanese friends, departments” between personal backgrounds of learners and satisfaction. There are marked differences in the other variables. 3. There is a positive correlation between learning motivation and satisfaction. This study suggests that raising and keeping motivation of learners is contributive to satisfaction and learning effects. Key words: junior college, Japanese, questionnaire survey, learning motivation, satisfaction