Academic literature on the topic 'Hanoi Foreign Languages Teachers' College'
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Journal articles on the topic "Hanoi Foreign Languages Teachers' College"
1
Nguyen, Hanh Thu. "Silence is Gold?: A Study on Students’ Silence in EFL Classrooms." International Journal of Higher Education 9, no. 4 (June 1, 2020): 153. http://dx.doi.org/10.5430/ijhe.v9n4p153.
Full textAbstract:
The current paper explores the silent behavior of students within EFL classrooms. It investigates reasons behind students’ in-class silence, or lack of verbal participation, and then puts forwards several suggested solutions for more effective in-class conversation. The population for this study consists of 85 English-major students at a university of foreign languages in Hanoi, Vietnam and the data are collected via questionnaire and semi-structured interview. The findings indicate various causes of students’ classroom silence: personal and impersonal, linguistic and psychological factors such as students’ personality and language proficiency, teachers’ methodology, lesson contents, and class cooperation. Together with the theoretical discussion, the empirical evidence revealed by this study can perhaps help applied linguistics practitioners/ teachers gain more heightened awareness and deeper understanding of students’ silent behavior. The current study purposefully targets at enhancing both the English teaching and learning efficiency at this foreign-language university.
2
Soboļeva, Diāna, and Inta Madžule. "TEACHING FOREIGN LANGUAGES FOR SPECIFIC PURPOSES: CHALLENGES, PROBLEMS AND SOLUTIONS." BORDER SECURITY AND MANAGEMENT 2, no. 7 (July 5, 2018): 135. http://dx.doi.org/10.17770/bsm.v2i7.3480.
Full textAbstract:
Teaching a foreign language for specific purposes concentrates on the specific needs of the learners, focusing more on language in context and on the course participants` need to acquire a set of professional skills and particular job-related functions. The process of teaching foreign languages in a professional higher education institution is a unique and differs in many aspects, it is directed and addresses immediate and very specific needs, moreover the trend of educational paradigm nowadays is the competency building approach which in turn involves the development of learners` ability to apply existing knowledge and skills in order to solve specific practical work –related problems. The paper is the result of personal professional teaching experience as well as it contains theoretical analysis of teaching foreign language for specific purposes as well as authors reveal the current challenges that teachers encounter in the process of teaching language for specific purposes in the State Border Guard College of the Republic of Latvia.
3
Al - Noori, Bushra Saadoon. "Teaching English as a Foreign Language in Iraq." Iraqi Administrative Sciences Journal 2, no. 4 (December 30, 2018): 409–46. http://dx.doi.org/10.33013/iqasj.v2n4y2018.pp409-446.
Full textAbstract:
Baghdad University is located in Baghdad; the Capital of Iraq, consists of many colleges via Sciences and Humanities , for example: College of languages, College of Arts, College of Education for Women and College of Education /Ibn Rushd and others. Each one of these Colleges consists of various departments. Our department is the English Department for four academic years. In the First year, we have four sections of more than fifty students each. Our students are boys and girls and all of them are going to be English Language Teachers because all these four academic years will make them qualified to be so. The government helps them to find jobs immediately after graduation. In these four years, our students spend 45 days in schools as a student - teacher and the staff members are visiting those two or three times to evaluate them in relation to the method of teaching and daily plan. Staff members will evaluate the way of treating the pupils in the secondary school, their way of teaching, their confidence inside the classrooms and many other points.
4
Mushtaq, Hammad, and Rida Rabbani. "Code-Switching as a Pedagogical Tool in English as a Foreign Language (Efl) Classrooms." NUST Journal of Social Sciences and Humanities 2, no. 2 (January 21, 2021): 193–211. http://dx.doi.org/10.51732/njssh.v2i2.12.
Full textAbstract:
The study explores and analyzes the pedagogical implications of code switching between Urdu and English languages in undergraduate EFL classrooms. It examines the ways in which code switching can be employed in EFL classrooms as a teaching and learning tool to boost learning speed and understanding of the language students. The objectives of the study were achieved by carrying out a mix of qualitative and qualitative research methodologies. A sample of thirty teachers and thirty students (male and female in both cases) was taken from a Rawalpindi based university and college. Questionnaires were designed to collect data, from students and teachers, containing both open and closed-ended questions. The analysis of responses revealed that a limited, deliberate and controlled use of code-switching in EFL classrooms benefits both teachers and learners as it considerably supports the pedagogical process and boosts EFL students’ success
5
Umar, Umar. "THE IMPORTANT ROLES OF TEACHERS IN ENGLISH LANGUAGE TEACHING (ELT)." Journal of English Language and Literature (JELL) 6, no. 1 (March 7, 2021): 69–80. http://dx.doi.org/10.37110/jell.v6i1.117.
Full textAbstract:
the aim of this reseach is to find elaborate the roles of teachers in English language teaching (ELT. Starting from free trade, the increasing number of foreign companies established in Indonesia, so that the use of international languages such as English is very widespread. Of course, aspiring entrepreneurs and job seekers have to master English so they can keep up with the times in this globalization era. If you are still in school or college, then you have the opportunity to learn and master English. If you have graduated from school or college, you should be ready to enter the world of work with the English skills needed by your place of work. To acquire good communication skills or to excel in communication skills, one has to acquire expertise in all the four skills. They are Listening, Speaking, Reading and Writing. Before students are able to master these 4 skills, students have to develop interest towards the subject or language. This is where the important role of the teacher will appear.
6
Sulaiman Syah, M. Noor. "STRATEGY OF INCREASING THE ISLAMIC TEACHERS CANDIDATE QUALITY THROUGH SOFT SKILL DEVELOPMENT IN ISLAMIC COLLEGE." ELEMENTARY: Islamic Teacher Journal 5, no. 1 (February 7, 2018): 1. http://dx.doi.org/10.21043/elementary.v5i1.2978.
Full textAbstract:
<p>The purpose of this research is to know the strategy of improving the quality of Islamic Religious Education teacher candidate in STAIN Kudus. The research method used is qualitative research method. This research used observation, interview and documentation for the data collection tools and analyzed by using interactive analysis. The result of the research shows that the strategy of improving the quality of Islamic Religious Education teachers in STAIN is divided into several strengthenings, namely strengthening of Islam, strengthening the field of PAI study, as well as the strengthening of foreign languages (English and Arabic), both through intra-curricular or co-curricular. Changes in the world of work in educational institutions should be prepared by universities preparing educators and other education personnel so that a student must be trained and trained to have the competencies described in three levels; perform, manage, and evaluate the process. </p>
7
Wang, Liang, and James A. Coleman. "A survey of Internet-mediated intercultural foreign language education in China." ReCALL 21, no. 1 (January 2009): 113–29. http://dx.doi.org/10.1017/s0958344009000056.
Full textAbstract:
AbstractIn all educational contexts, technological developments and changes in pedagogical theory mean that any picture of current practice and attitudes must be dynamic. In many countries, the learning outcomes of foreign language courses now include intercultural communicative competence (ICC), although the precise model for teaching ICC varies even across the English-speaking world. Internet-mediated approaches are widely used to support intercultural learning. In China, the geographical scale of the country and the speed and extent of contemporary socio-economic evolution, allied to long-established and distinctive cultures of learning, make the interface of new technologies and intercultural learning objectives particularly interesting and significant. A small-scale study of college teachers’ and learners’ perceptions of intercultural classroom instruction, with a special focus on Internet mediation, was conducted in mid-2007, using questionnaires and semi-structured questions, to explore the professional, personal and technical issues associated with Internet-mediated learning of languages and cultures. The results show that textbooks remain the predominant authority, while Internet tools are used as a source of information rather than a means of communication. Findings suggest recognition by teachers and students of the potential of the medium, and of the validity of intercultural goals for foreign language classes, although there are some divergences between the views of teachers and students. However, it is suggested that national policy, local incentives and resources and above all educational traditions do not yet allow optimal use of Internet-mediated approaches.
8
Keller, Betsy. "Rereading Flaubert: Toward a Dialogue between First- and Second-Language Literature Teaching Practices." PMLA/Publications of the Modern Language Association of America 112, no. 1 (January 1997): 56–68. http://dx.doi.org/10.2307/463053.
Full textAbstract:
There are many disparities in literary competence between teachers and students. It is emblematic of these differences that students in introductory college literature courses usually read assigned texts only once, while the teacher's normative experience involves multiple rereadings. For inexperienced readers in these classes, the task of acquiring literary competence may seem as difficult as learning a foreign language. Research in the study of foreign languages and literatures contains valuable insights for the teaching of first-language literature. The traditional lecture-and-discussion format fails to address the individual student's background knowledge, motivation for literary study, and personal response to texts. Prereading activities, tasks to accompany at-home reading, and collaborative strategies in class discussion can lead readers to engage texts more meaningfully in the introductory literature classroom.
9
Liu, Wei. "An Improved Back-Propagation Neural Network for the Prediction of College Students’ English Performance." International Journal of Emerging Technologies in Learning (iJET) 14, no. 16 (August 29, 2019): 130. http://dx.doi.org/10.3991/ijet.v14i16.11187.
Full textAbstract:
The global economic boom has greatly boosted the need for communication be-tween different cultures and difference countries. The effective communication requires good command of foreign languages, especially English. This paper highlights the necessity to predict the English performance of college students, and sums up the types and features of neural network (NN) models. On this ba-sis, the backpropagation (BP) NN was selected to predict the English perfor-mance of college students. The Spearman’s R correlation test was conducted to analyze how the English performance is affected by the following factors: the score in National College Entrance Examination (NCEE), gender, age and learn-ing attitude. Then, the improved BPNN was adopted to predict the English per-formance of college students. The results show that the NCEE score has the greatest impact on English performance, followed in descending order by learn-ing attitude and gender, while age does not greatly affect English scores; the im-proved BPNN achieved a desirable effect in predicting the English performance of college students. The research findings shed new lights on college English teachers and learners.
10
Matthews, Elizabeth. "Language learning using multimedia conferencing: the ReLaTe project." ReCALL 10, no. 2 (November 1998): 25–32. http://dx.doi.org/10.1017/s0958344000003712.
Full textAbstract:
The article provides a description of the ReLaTe (remote language teaching) project, to develop a working demonstrator using a multicast-based conferencing system (Mbone service), for distance foreign language tuition. It covers aspects of technical development for applications over SuperJANET and gives an overview of the trials and evaluation, including how students and teachers adjusted to the system; the advantages and drawbacks of the system; how the system affected learning and teaching in the context of acquisition and delivery of foreign languages. The ReLaTe project is a joint research project between the University of Exeter and University College London, involving the Foreign Language Centre and IT Services (Pallas) at Exeter and the Language Centre and the Department of Computer Science at UCL. The project began in September 1994, with funding from BT and JISC (Joint Information Systems Committee) of the Higher Education Council of the UK. mis article covers the work of the project from September 1994 until December 1995.
Dissertations / Theses on the topic "Hanoi Foreign Languages Teachers' College"
1
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.
2
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.
3
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.
4
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.
5
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.
6
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.
7
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.
8
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.
9
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.
10
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.
Books on the topic "Hanoi Foreign Languages Teachers' College"
1
Helms, Robin Matross. Inhabiting the borders: Foreign language faculty in American colleges and universities. New York, NY: Routledge, 2005.
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2
Helms, Robin Matross. Inhabiting the borders: Foreign language faculty in American colleges and universities. New York, NY: Routledge, 2004.
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3
Helms, Robin Matross. Inhabiting the Borders: Foreign Language Faculty in American Colleges and Universities. Taylor & Francis Group, 2013.
Find full textBook chapters on the topic "Hanoi Foreign Languages Teachers' College"
1
Madden, Oneil N., and Anne-Laure Foucher. "Understanding the complexities associated with conceptualising pedagogical scenarios for online multimodal interaction between two languages and cultures." In CALL and complexity – short papers from EUROCALL 2019, 263–69. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1020.
Full textAbstract:
The complexity surrounding the design of collaborative pedagogical scenarios can allow foreign language learners to develop intercultural and linguistic skills; however, careful consideration must be given when conceptualising telecollaborative projects. Many research studies have been conducted which led to significant discoveries, but only few studies examine the intricacies of developing pedagogical scenarios for online multimodal interaction and the outcomes of these complexities. This paper reports on a Franco-Jamaican telecollaborative project, ClerKing, which took place in two phases between Applied Foreign Languages (AFL) students of English from University Clermont Auvergne (UCA), France, and Modern Languages students of French from Shortwood Teachers’ College (STC), Jamaica. Each phase had a different pedagogical scenario, with the first being restricted and the second being more open. Using the exploratory method, various parameters of online pedagogical scenarios were identified and examined with varying degrees of granularity. Preliminary findings show that a less restricted and more flexible pedagogical scenario allowed for students to develop language and intercultural competencies, while strengthening negotiation skills.
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Vasmatzoglou, Areti, and Neasa Ní Chiaráin. "The development of an online game-based simulation for the training of English language teachers in virtual environments." In CALL for widening participation: short papers from EUROCALL 2020, 334–41. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.48.1210.
Full textAbstract:
Virtual simulation training has gained in usage in various educational fields and offers the potential to support and reinforce learning goals when practical experience is not possible. Teaching practice experience in an English as a Foreign Language (EFL) classroom is critical, yet frequently unobtainable for students in Teaching English to Speakers of Other Languages (TESOL)/English Language Teaching (ELT) Masters programmes. This paper describes the design, development, and evaluation of a gamified simulation prototype, Virtual EFL Classroom, that was built to offer teaching practice opportunities to students in such programmes. Eleven Masters students enrolled in the ELT programme at Trinity College Dublin took part in this study. Findings indicate that participants enjoyed active experimentation in Virtual EFL Classroom and that it has the potential to enhance student-teachers’ decision-making skills, flexibility, and adaptability in planning and teaching learner-centred lessons.
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Madden, Oneil, and Anne-Laure Foucher. "Connecting cultures and participation through WhatsApp: assessing students’ perception in the ClerKing telecollaborative project." In CALL for widening participation: short papers from EUROCALL 2020, 201–7. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.48.1189.
Full textAbstract:
Mobile Instant Messaging (MIM) has become very trendy in the field of language learning; however, while there are many studies that include WhatsApp, used here to connect cultures and/or widen participation, very few articulate how students view it or its impact in acquiring and developing linguistic, cultural, and intercultural competencies. This paper reports on ClerKing, a Franco-Jamaican telecollaborative project, which occurred in two phases between Applied Foreign Languages (AFL) students from University Clermont Auvergne (UCA), France, and Modern Languages students of French from Shortwood Teachers’ College (STC), Jamaica. WhatsApp was used in both phases. Using the exploratory approach, this study seeks to provide insight into students’ perception of the use of WhatsApp in the project, as well as possible moments of knowledge acquisition. Preliminary findings show that WhatsApp is considered to be practical, popular, and preferable. Students acquired knowledge about religion and homosexuality, improved on expressions, and strengthened their grammar.