Academic literature on the topic 'Hanoi Foreign Languages Teachers' Training College'

<p>This quantitative correlational research focused on investigating the relationship between linguistic technology-based integrative teaching approaches and college students’ reading competence. The study occurred in five phases. The first phase involved observing four reading classes to collect data on teachers’ teaching methodologies. The second phase was based on identifying the problems that affect students’ English reading performance. The researcher selected a random sample of 100 female freshmen students from the College of Languages and Translation at Al-Imam Mohamed Ibn Saud Islamic University (IMAMU Univ.), Riyadh, Saudi Arabia. The participants responded to a Likert questionnaire regarding their reading problems and strategies. In the third phase, the participants took a reading comprehension exam to determine their exact reading levels. The preliminary data showed the presence of a high degree at the scale of difficulties that students faced in reading comprehension. Students had problems in loud and silent reading, reading speed, and critical and inferential reading, which reflected students’ weak reading skills. The study also pointed to the ineffective traditional teaching strategies as the main cause of this problem. Traditional teaching strategies which depend on general lectures and explaining the mechanical structure of the reading passages did not help students use their cognitive abilities to improve their reading comprehension. The fourth phase of the present study required selecting an experimental group of 35students from the same sample to be taught using the linguistic integrative model for five weeks. At the end of the fifth week, a reading comprehension exam was given to the group to determine the impact of the new teaching methodology on students’ reading competence. The comprehension test was adopted from ACCUPLACER, an integrated computer-assessment designed to evaluate students’ reading skills. The test is designed by Board College in USA, which is a specialized agency in college students’ exams, and it offers diagnostics and intervention support to help students prepare for academic course work. The reading exam covers six skills, including: understanding the text’s purpose and tone; identifying the central ideas; recognizing supporting details; understanding sentences and vocabulary relationships; distinguishing illustration, comparison and contrast, and cause and effect relationships; and understanding inferential meanings. The data analysis showed a significant difference in favor of students who used the linguistic integrative model, indicating the positive impact of technology-based teaching approaches on students’ proficiency in reading. Based on the results of this study, the researcher made the following recommendations: integrate educational technology into teaching the reading courses at the college; provide professional programs for teachers to train them to use the linguistic integrative approaches; and provide linguistic laboratories that are equipped with modern technologies, including reading software, to intensify students’ reading practices. The significance of this study is that it is a contribution in the field of teaching English as a foreign language in general, and reading in particular since it provides a new model that integrates the technology of hypertexts, e-learning, and data mining analysis into a number of linguistic theories including schema theory, the information processing theory, and Krashen’s (1981; 1995) language theory. Providing teachers with training pertinent to the integration of technology into teaching is an important step towards implementing cognitive and metacognitive teaching methods, which will reinforce the efforts of the College of Languages and Translation towards achieving international accreditation.</p>

Nowadays the growing professional orientation of all the aspects of foreign language teaching is widely recognized as one of the major trends in the process of enhancing foreign languages curriculum at higher education institutions which specialize in training non-linguistic students majoring in various fields of international relations. Professionally oriented foreign language teaching implies using the foreign language classroom as a source of forming a wide range of professionally meaningful competences (both linguistic and non-linguistic) of would-be specialists along with developing their sense of professional identity. Despite the fact that professional identity - usually interpreted as individuals' perception of themselves as members of a certain profession - is the culmination of a long process of professional development, its cultivation with future specialists should be seen as a priority as early as at a higher education level - a college or university. Referring to psychological research, the author states that emotional factors play a decisive role in shaping professional identity at early stages of a person's professional development. It reveals the importance of analyzing the potential of literary texts in a foreign language in terms of their ability to contribute to developing prospective specialists' professional identity, as such texts represent a valuable text material which provokes readers' powerful emotional response and thus triggers empathy. The novel "The Firm" byJ. Grisham and "The Headhunter" byj. Mead were selected by the author for the home reading classroom with would-be economists, as coupled with a competence-based learning aid they allow teachers to create a unique discourse, which facilitates the process of developing students' professional competences and their professional identity. Along with their clear professional content, they appeal to students, as the problems raised in them are relevant to those of young readers. Such emotional contact provokes empathy, or a feeling of compassion and sympathy, which contributes to tackling the above pedagogical tasks. According to the author, empathy as a means of developing professional identity is realized through students' analyzing and assessing the professional behaviour of literary characters and their identifying themselves with protagonists or distancing from antagonists guided by professional criteria. It is essential that reading the above novels enrich would-be economists with the knowledge and experience, though non-empiric, of various business situations. The author concludes that such information about the profession in question is likely to prove valuable, as it "has been digested" by students by identifying their moral and professional attitude to it.

Practicum is always an important and indispensable component in a training program in general and a foreign language teacher education program in particular. Through this activity, students will be able to put their acquired knowledge into practice, thereby shortening the gap of "apprenticeship" of young graduates. To assess the appropriateness of the current teaching practicum at the University of Languages and International Studies - Vietnam National University, Hanoi (ULIS-VNU), the study has conducted a survey with 30 teachers and 100 students. The initial results show that in terms of practicum duration and implementation time, most teachers required that the duration should be increased because 06 weeks was not enough for students to practice and learn from experience. However, most students believed that the current internship was reasonable in the final semester of the training program. Concerning the time of starting the internship, the majority of teachers said that students should start their internship in the last semester when they had sufficient foreign language skills and pedagogical skills; students conversely preferred to practice earlier. In terms of skills and knowledge that need to be equipped for students, all participants agreed that the training of soft skills should be added. In terms of the highschools that receive student teachers, most participants believed that those should be selected by the university; however, the schools’ level of support and effectiveness in guiding students were not highly appreciated. The initial findings of this study may serve as suggestions for the continous revision and improved facilitation of the teaching practicum activities at ULIS-VNU to achieve the goals of training prospective student-teachers.

Shadowing has been widely utilized in English language teaching classes, especially in interpretation training courses for decades and has become a topic of avid interest to various researchers such as Lambert (1992), Murphey (1995, 2001), Shiota (2012), and Hamada (2014). However, there has been no research conducted on the effect of implementing shadowing on fluency improvement in English interpretation in Vietnam. In response to this gap in the literature, this study aims to investigate (1) the possible connection between shadowing practices and the interpreting performances of the third-year English-major students in the educational context at Hanoi University of Industry (HaUI) and (2) the students’ perceptions of the application of shadowing in interpreting classes and its impacts on interpreting fluency. 54 third-year students at the Faculty of Foreign Languages (FFL), HaUI took part in a two-month experimental research, divided randomly into two groups including experimental and control groups. Data were gathered from (1) the pre- and post-tests with these two student cohorts, (2) interviews conducted with five students from the experimental group and (3) observations with this group. The research findings showed (1) a minimal influence of shadowing techniques on fluency improvement of the experimental group and (2) positive students’ beliefs and attitudes towards the application of shadowing in interpreting classes and its impacts on interpreting fluency. Based on these findings, a series of recommendations on the pedagogical procedure for applying shadowing to enhance English major students’ interpreting performances and further research on the application were offered. The paper, hopefully, provides useful information for teachers and researchers in the domain of interpretation, in general, and interpreting teaching activities at tertiary education, in particular.

04–225Burley, Suzanne, and Pomphrey, Cathy (London Metropolitan U., UK). Intercomprehension in language teacher education: a dialogue between English and Modern Languages. Language Awareness. (Clevedon, UK), 12, 3&4 (2003), 247–55.04–226Cooper, Thomas C. (U. of Georgia, USA). How foreign language teachers in Georgia evaluate their professional preparation: a call to action. Foreign Language Annals (New York, USA), 37, 1 (2004) 37–48.04–227Cruickshank, Ken, Newell, Sandra (Sydney U., Australia; Email: k.cruickshank@edfac.usyd.edu.au) and Cole, Stephanie. Meeting English language needs in teacher education: a flexible support model for non-English speaking background students. Asia-Pacific Journal of Teacher Education (Bunbury, Australia), 31, 3 (2003), 239–48.04–228Doecke, Brenton (Deakin University, Australia). Locke, Terry and Petrosky, Anthony. Explaining ourselves (to ourselves): English teachers, professional identity and change. English in Australia (Norwood, Australia), 139 (2004), 103–12.04–229Ebsworth, M. (New York U., USA). Feknous, B., Loyet, D., and Zimmerman, S. Tape it yourself: videotapes for teacher education. ELT Journal (Oxford, UK), 58, 2 (2004), 145–54.04–230Hart, Juliet E. (College of William and Mary, USA) and Lee, Okhee. Teacher professional development to improve the science and literacy achievement of English language learners. Bilingual Research Journal (Arizona, USA), 27, 3 (2003), 475–501.04–231Jewett, P. and Smith, K. (Arizona State U., USA). Becoming critical: moving toward a critical literacy pedagogy – an argument for critical literacy. Action in Teacher Education (Reston, Virginia, USA), 25, 3 (2003), 69–77.04–232Johnston, Marilyn, Bendau, Shirley, Covert, Julia, Christenson, Mary, Dyer, Jennifer, Risko, Georgene and Slutsky, Ruslan (Ohio State U., USA). Conducting action research while teaching about it. Action in Teacher Education (Reston, Virginia, USA), 25, 2 (2003), 9–15.04–233Kamler, Barbara (Deakin University, Australia) and Comber, Barbara. The new English teacher: redesigning pedagogies. English in Australia (Norwood, Australia), 139 (2004), 131–42.04–234Locke, Terry (University of Waikato, New Zealand). Reshaping classical professionalism in the aftermath of neo-liberal reform. English in Australia (Norwood, Australia), 139 (2004), 113–21.04–235Reeves, J. (Auburn University, USA). ‘Like everybody else’: equalizing educational opportunity for English language learners. TESOL Quarterly (Alexandria, Virginia, USA), 38, 1 (2004), 43–66.04–236Szesztay, M. (Eötvös Loránd U., Hungary). Teachers' ways of knowing. ELT Journal (Oxford, UK), 58, 2 (2004), 129–36.04–237Tardy, C. (Purdue University, USA) and Snyder, B. ‘That's why I do it’: flowand EFL teachers' practices. ELT Journal (Oxford, UK), 58, 2 (2004), 118–28.04–238Wanae, Gertrude M. and Kang'ethe-Kamau, Rachel W. (Kenyatta University, Kenya; Email: getrudewam@yahoo.com). The concept of inclusive education: teacher training and acquisition of English language in the hearing impaired. British Journal of Special Education (Oxford, UK), 31, 1 (2004), 33–40.

06–108Andrew, Michael D. (U New Hampshire, USA), Casey D. Cobb & Peter J. Giampietro, Verbal ability and teacher effectiveness. Journal of Teacher Education (Sage) 56.4 (2005), 343–354.06–109Beran, Tanya (U Calgary, Canada) & Claudio Violato, Ratings of university teacher instruction: How much do student and course characteristics really matter?Assessment & Evaluation in Higher Education (Routledge/Taylor&Francis) 30.6 (2005), 593–601.06–110Cadman, Kate (U Adelaide, Australia; kate.cadman@adelaide.edu.au), Towards a ‘pedagogy of connection’ in critical research education: A REAL story. Journal of English for Academic Purposes (Elsevier) 4.4 (2005), 353–367.06–111Francis, Dawn (James Cook U, Australia) & Louise Ingram-Starrs, The labour of learning to reflect. Teachers and Teaching: Theory and Practice (Routledge/Taylor&Francis) 11.6 (2005), 541–553.06–112Gordon, June A. (U California at Santa Cruz, USA), The crumbling pedestal: Changing images of Japanese teachers. Journal of Teacher Education (Sage) 56.5 (2005), 459–470.06–113Green, Catherine & Rosie Tanner (IVLOS Institute of Education, Utrecht U, the Netherlands; catherine_green@usamedia.tv), Multiple intelligences and online teacher education. ELT Journal (Oxford University Press) 59.4 (2005), 312–321.06–114Hsu, Shihkuan (National Taiwan U, Taiwan), Help-seeking behaviour of student teachers. Educational Research (Routledge/Taylor&Francis) 47.3 (2005), 307–318.06–115Kolesnikova, Irina L. (St Petersburg, Russia; vkolesni@rol), English or Russian? English language teacher training and education. World Englishes (Blackwell) 24.4 (2005), 471–476.06–116Leeman, Yvonne & Guuske Ledoux (U Amsterdam, the Netherlands), Teachers on intercultural education. Teachers and Teaching: Theory and Practice (Routledge/Taylor&Francis) 11.6 (2005), 575–589.06–117Longaker, Mark Garrett (U Texas at Austin, USA), Market rhetoric and the Ebonics debate. Written Communication (Sage) 22.4 (2005), 472–501.06–118Lovtsevich, Galina N. (Vladivostok, Russia; lovtsev@ext.dvgu.ru), Language teachers through the looking glass: Expanding Circle teachers' discourse. World Englishes (Blackwell) 24.4 (2005), 461–469.06–119McDonald, Ria (U South Africa, South Africa) & Daniel Kasule, The monitor hypothesis and English teachers in Botswana: Problems, varieties and implications for language teacher education. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 188–200.06–120Orland-Barak, Lily (U of Haifa, Israel), Lost in translation: Mentors learning to participate in competing discourses of practice. Journal of Teacher Education (Sage) 56.4 (2005), 355–366.06–121Postholm, May Britt (Norwegian U Science & Technology, Norway), The teacher shaping and creating dialogues in project work. Teachers and Teaching: Theory and Practice (Routledge/Taylor&Francis) 11.6 (2005), 519–539.06–122Poulou, Maria (U Crete, Greece), Educational psychology with teacher education. Teachers and Teaching: Theory and Practice (Routledge/Taylor&Francis) 11.6 (2005), 555–574.06–123Shahrzad, Saif (Université Laval, Quebec, Canada), Aiming for positive washback: A case study of international teaching assistants. Language Testing (Hodder Arnold) 23.1 (2006), 1–34.06–124Siew-Lian Wong, Mary (Batu Lintang Teachers' College, Malaysia; marywsl@yahoo.com), Language learning strategies and self-efficacy: Investigating the relationship in Malaysia. RELC Journal (Sage) 36.3 (2005), 245–269.06–125Sifakis, Nicos C. & Areti-Maria Sougari (Hellenic Open U, Greece), Pronunciation issues and EIL pedagogy in the periphery: A survey of Greek state school teachers' beliefs. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 467–488.06–126Yin Wa Chan, Alice (City U Hong Kong, China), Tactics employed and problems encountered by university English majors in Hong Kong in using a dictionary. Applied Language Learning (Defense Language Institute Foreign Language Center and Presidio of Monterey) 15.1 & 15.2 (2005), 1–27.

04–538 Allford, D. Institute of Education, University of London. d.allford@sta01.joe.ac.uk‘Grasping the nettle’: aspects of grammar in the mother tongue and foreign languages. Language Learning Journal (Rugby, UK), 27 (2003), 24–32.04–539 Álvarez, Inma (The Open U., UK). Consideraciones sobre la contribución de los ordenadores en el aprendizaje de lenguas extranjeras. [The contribution of computers to foreign language learning.] Vida Hispánica (Rugby, UK), 28 (2003), 19–23.04–540 Arkoudis, S. (U. of Melbourne, Australia; Email: sophiaa@unimelb.edu.au). Teaching English as a second language in science classes: incommensurate epistemologies?Language and Education (Clevedon, UK), 17, 3 (2003), 161–173.04–541 Bandin, Francis and Ferrer, Margarita (Manchester Metropolitan U., UK). Estereotípicos. [Stereotypes.] Vida Hispánica. Association for Language Learning (Rugby, UK), 28 (2003), 4–12.04–542 Banno, Eri (Okayama University). A cross-cultural survey of students’ expectations of foreign language teachers. Foreign Language Annals, 36, 3 (2003), 339–346.04–543 Barron, Colin (U. of Hong Kong, Hong Kong; Email: csbarron@hkusua.hku.hk). Problem-solving and EAP: themes and issues in a collaborative teaching venture. English for Specific Purposes (Amsterdam, The Netherlands), 22, 3 (2003), 297–314.04–544 Bartley, Belinda (Lord Williams's School, Thame). Developing learning strategies in writing French at key stage 4. Francophonie (London, UK), 28 (2003), 10–17.04–545 Bax, S. (Canterbury Christ Church University College). The end of CLT: a context approach to language teaching. ELT Journal (Oxford, UK), 57, 3 (2003), 278–287.04–546 Caballero, Rodriguez (Universidad Jaume I, Campus de Borriol, Spain; Email: mcaballe@guest.uji.es). How to talk shop through metaphor: bringing metaphor research to the ESP classroom. English for Specific Purposes (Amsterdam, The Netherlands), 22, 2 (2003), 177–194.04–547 Field, J. (University of Leeds). Promoting perception: lexical segmentation in L2 listening. ELT Journal (Oxford, UK), 57, 4 (2003), 325–334.04–548 Finkbeiner, Matthew and Nicol, Janet (U. of Arizona, AZ, USA; Email: msf@u.Arizona.edu). Semantic category effects in second language word learning. Applied Psycholinguistics (Cambridge, UK), 24, 3 (2003), 369–384.04–549 Frazier, S. (University of California). A corpus analysis of would-clauses without adjacent if-clauses. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 443–466.04–550 Harwood, Nigel (Canterbury Christ Church University College, UK). Taking a lexical approach to teaching: principles and problems. International Journal of Applied Linguistics (Oxford, UK), 12, 2 (2002), 139–155.04–551 Hird, Bernard (Edith Cowan U., Australia; Email: b.hird@ecu.edu.au). What are language teachers trying to do in their lessons?Babel, (Adelaide, Australia) 37, 3 (2003), 24–29.04–552 Ho, Y-K. (Ming Hsin University of Science and Technology, Taiwan). Audiotaped dialogue journals: an alternative form of speaking practice. ELT Journal (Oxford, UK), 57, 3 (2003), 269–277.04–553 Huang, Jingzi (Monmouth University, West Long Branch, NJ, USA). Chinese as a foreign language in Canada: a content-based programme for elementary school. Language, Culture and Curriculum (), 16, 1 (2003), 70–89.04–554 Kennedy, G. (Victoria University of Wellington). Amplifier collocations in the British National Corpus: implications for English language teaching. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 467–487.04–555 Kissau, Scott P. (U. of Windsor, UK & Greater Essex County District School Board; Email: scotkiss@att.canada.ca). The relationship between school environment and effectiveness in French immersion. The Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 1 (2003), 87–104.04–556 Laurent, Maurice (Messery). De la grammaire implicite à la grammaire explicite. [From Implicit Grammar to Explicit Grammar.] Tema, 2 (2003), 40–47.04–557 Lear, Darcy (The Ohio State University, USA). Using technology to cross cultural and linguistic borders in Spanish language classrooms. Hispania (Ann Arbor, USA), 86, 3 (2003), 541–551.04–558 Leeser, Michael J. (University of Illianos at Urbana-Champaign, USA; Email: leeser@uiuc.edu). Learner proficiency and focus on form during collaborative dialogue. Language Teaching Research, 8, 1 (2004), 55.04–559 Levis, John M. (Iowa State University, USA) and Grant, Linda. Integrating pronunciation into ESL/EFL classrooms. TESOL Journal, 12 (2003), 13–19.04–560 Mitchell, R. (Centre for Language in Education, University of Southampton; Email: rfm3@soton.ac.uk) Rethinking the concept of progression in the National Curriculum for Modern Foreign Languages: a research perspective. Language Learning Journal (Rugby, UK), 27 (2003), 15–23.04–561 Moffitt, Gisela (Central Michigan U., USA). Beyond Struwwelpeter: using German picture books for cultural exploration. Die Unterrichtspraxis (Cherry Hill, NJ, USA), 36, 1 (2003), 15–27.04–562 Morley, J. and Truscott, S. (University of Manchester; Email: mfwssjcm@man.ac.uk). The integration of research-oriented learning into a Tandem learning programme. Language Learning Journal (Rugby, UK), 27 (2003), 52–58.04–563 Oliver, Rhonda (Edith Cowan U., Australia; Email: rhonda.oliver@cowan.edu.au) and Mackey, Alison. Interactional context and feedback in child ESL classrooms. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 519–533.04–564 Pachler, N. (Institute of Education, University of London; Email: n.pachler@ioe.ac.uk). Foreign language teaching as an evidence-based profession?Language Learning Journal (Rugby, UK), 27 (2003), 4–14.04–565 Portmann-Tselikas, Paul R. (Karl-Franzens Universität Graz, Austria). Grammatikunterricht als Schule der Aufmerksamkeit. Zur Rolle grammatischen Wissens im gesteuerten Spracherwerb. [Grammar teaching as a training of noticing. The role of grammatical knowledge in formal language learning.] Babylonia (Switzerland, www.babylonia), 2 (2003), 9–18.04–566 Purvis, K. (Email: purvis@senet.com.au) and Ranaldo, T. Providing continuity in learning from Primary to Secondary. Babel, 38, 1 (2003), (Adelaide, Australia), 13–18.04–567 Román-Odio, Clara and Hartlaub, Bradley A. (Kenyon College, Ohio, USA). Classroom assessment of Computer-Assisted Language Learning: developing a strategy for college faculty. Hispania (Ann Arbor, USA), 86, 3 (2003), 592–607.04–568 Schleppegrell, Mary J. (University of California, Davis, USA) and Achugar, Mariana. Learning language and learning history: a functional linguistics approach. TESOL Journal, 12, 2 (2003), 21–27.04–569 Schoenbrodt, Lisa, Kerins, Marie and Geseli, Jacqueline (Loyola College in Maryland, Baltimore, USA; Email: lschoenbrodt@loyola.edu) Using narrative language intervention as a tool to increase communicative competence in Spanish-speaking children. Language, Culture and Curriculum (Clevedon, UK), 16, 1 (2003), 48–59.04–570 Shen, Hwei-Jiun (National Taichung Institute of Technology). The role of explicit instruction in ESL/EFL reading. Foreign Language Annals (New York, USA), 36, 3 (2003), 424–433.04–571 Sifakis, N. C. (Hellenic Open U., Greece; Email: nicossif@hol.gr). Applying the adult education framework to ESP curriculum development: an integrative model. English for Specific Purposes (Amsterdam, The Netherlands), 22, 2 (2003), 195–211.04–572 Simpson, R. and Mendis, D. (University of Michigan). A corpus-based study of idioms in academic speech. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 419–441.

07–76Banister, Savilla, Rachel A. Vannatta & Cynthia Ross (Bowling Green State U, USA), Testing electronic portfolio systems in teacher education: Finding the right fit. Action in Teacher Education (Association of Teacher Educators), 27.4 (2005), 81–90.07–77Carroll, David M. (Western Washington U, USA), Developing joint accountability in university–school teacher education partnerships. Action in Teacher Education (Association of Teacher Educators), 27.4 (2005), 3–11.07–78Clarke, Marie & Sheelagh Drudy (U College Dublin, Ireland), Teaching for diversity, social justice and global awareness. European Journal of Teacher Education (Routledge/Taylor & Francis) 29.3 (2006), 371–386.07–79Farrell, Thomas (Brock U, Canada; tfarrell@brocku.ca), ‘The teacher is an octopus’: Uncovering pre-service English language teachers’ prior beliefs through metaphor analysis problems. RELC Journal (Sage) 37.2 (2006), 236–248.07–80Fox, Rebecca K. (George Mason U, USA) & Rosario Diaz-Greenberg, Culture, multiculturalism, and foreign/world language standards in U.S. teacher preparation programs: Toward a discourse of dissonance. European Journal of Teacher Education (Routledge/Taylor & Francis) 29.3 (2006), 401–422.07–81Hampel, Regine & Ursula Stickler (The Open U, UK), New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 311–326.07–82Harrison, Judy, Hal McAffee, Gary Smithey & Charles Weiner (Henderson State U, USA), Assessing candidate disposition for admission into teacher education: Can just anyone teach?Action in Teacher Education (Association of Teacher Educators), 27.4 (2005), 72–80.07–83Hubbard, Philip (Stanford U, USA), A review of subject characteristics in CALL research. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 351–368.07–84Humphrey, Neil (U Manchester, UK), Paul Bartolo, Peter Ale, Colin Calleja, Thomas Hofsaess, Vera Janikova, Annemieke Mol Lous, Vida Vilkiene & Gun-Marie Wetso, Understanding and responding to diversity in the primary classroom: An international study. European Journal of Teacher Education (Routledge/Taylor & Francis) 29.3 (2006), 305–318.07–85Jones, Phyllis (U South Florida, USA; pjones@banshee.sar.usf.edu),Elizabeth West & Dana Stevens, Nurturing moments of transformation in teachers – Comparative perspectives on the challenges of professional development. British Journal of Special Education (Blackwell) 33.2 (2006), 82–90.07–86Kyriakides, Leonidas, Demetris Demetriou & Charalambos Charalambous (U Cyprus, Cyprus), Generating criteria for evaluating teachers through teacher effectiveness research. Educational Research (Routledge/Taylor & Francis) 48.1 (2006), 1–20.07–87O'Donnell, James & Robert Gallegos (New Mexico State U, USA), Project MOVEMOS: A university–public school collaboration. Action in Teacher Education (Association of Teacher Educators), 27.4 (2005), 12–22.07–88Singh, Gurmit (Gurmit.sidhu@gmail.com) & Jack Richards, Teaching and learning in the language teacher education course room: A critical sociocultural perspective. RELC Journal (Sage) 37.2 (2006), 149–175.07–89Varghese, Manka M. (U Washington, Seattle, USA), Bilingual teachers-in-the-making in Urbantown. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.3 (2006), 211–224.07–90Wolyie Hussein, Jeylan(Haramaya U, Ethiopia), Hopes and challenges in using action research: The outcome of attempting to help in-service teachers learn how to design, evaluate and use reading comprehension questions collaboratively. Educational Action Research (Routledge/Taylor & Francis) 14.3 (2006), 377–393.

05–466Cheng Pui-Wah, Doris (Hong Kong Institute of Education, Hong Kong, China; doris@ied.edu.hk) & Philip Stimpson, Articulating contrasts in kindergarten teachers' implicit knowledge on play-based learning. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 339–352.05–467Collins, Fiona M. (Roehampton U, London, UK; f.collins@roehampton.ac.uk), ‘She's sort of dragging me into the story!’ Student teachers' experiences of reading aloud in Key Stage 2 classes. Literacy (Oxford, UK) 39.1 (2005), 10–17.05–468Fischl, Dita (Kaye College for Teacher Education, Israel) & Shifra Sagy, Beliefs about teaching, teachers and schools among pre-service teachers: the case of Israeli-Bedouin students. Language, Culture and Curriculum (Clevedon, UK) 18.1 (2005), 59–71.05–469Gamliel, Eyal & Liema Davidovitz (Ruppin Academic Center, Israel; eyalg@ruppin.ac.il), Online versus traditional teaching evaluation: mode can matter. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.6 (2005), 581–592.05–470Gebhard, Jerry G. (Indiana U of Pennsylvania, USA), Awareness of teaching through action research: examples, benefits, limitations. JALT Journal (Tokyo, Japan) 27.1 (2005), 53–69.05–471Gillies, Robyn M. (U of Queensland, Australia; r.gillies@uq.edu.au), The effects of communication training on teachers' and students' verbal behaviours during cooperative learning. International Journal of Educational Research (Amsterdam, the Netherlands) 41.3 (2005), 257–279.05–472Grugeon, Elizabeth (De Montfort U, Bedford, UK; egrugeon@dmu.ac.uk), Listening to learning outside the classroom: student teachers study playground literacies. Literacy (Oxford, UK) 39.1 (2005), 3–9.05–473Harfitt, Gary & Nicole Tavares (U of Hong Kong, Hong Kong, China; gharfitt@hkucc.hku.hk), Obstacles as opportunities in the promotion of teachers' learning. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 353–366.05–474Hosie, Peter (Curtin U of Technology, Australia; Peter.Hosie@cbs.curtin.edu.au), Renato Schibeci & Ann Backhaus, A framework and checklists for evaluating online learning in higher education. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.5 (2005), 539–553.05–475Katyal, Kokila & Colin Evers (U of Hong Kong, Hong Kong, China; kkatyal@hkusua.hku.hk), Teacher leadership and autonomous student learning: adjusting to the new realities. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 367–382.05–476Kwo, Ora W. Y. (U of Hong Kong, Hong Kong, China; wykwo@hku.hk), Understanding the awakening spirit of a professional teaching force. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 292–306.05–477Lewis, Ramon (La Trobe U, Melbourne, Australia), Shlomo Romi, Xing Qui & Yaacov J. Katz, Teachers' classroom discipline and student misbehavior in Australia, China and Israel. Teaching and Teacher Education21.6 (2005), 729–741.05–478Ogier, John (U of Canterbury, New Zealand; john.ogier@canterbury.ac.nz), Evaluating the effect of a lecturer's language background on a student rating of teaching form. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.5 (2005), 477–488.05–479Orland-Barak, Lily (The U of Haifa, Israel) & Hayuta Yinon, Different but similar: student teachers' perspectives on the use of L1 in Arab and Jewish EFL classroom settings. Language, Culture and Curriculum (Clevedon, UK) 18.1 (2005), 91–113.05–480Pearson, Sue (Leeds U, UK; S.E.Pearson@education.leeds.ac.uk) & Gary Chambers, A successful recipe? Aspects of the initial training of secondary teachers of foreign languages. Support for Learning (Oxford, UK) 20.3 (2005), 115–122.05–481Perry, Bill & Timothy Stewart (Kumamoto U, Japan; perry@kumamoto-u.ac.jp), Insights into effective partnership in interdisciplinary team teaching. System (Amsterdam, the Netherlands) 33.4 (2005), 563–573.05–482Ricketts, Chris (Plymouth U, UK; C.Ricketts@plymouth.ac.uk) & Stan Zakrzewski, A risk-analysis approach to implementing web-based assessment. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.6 (2005), 603–620.05–483Tajino, Akira (Kyoto U, Japan) & Craig Smith, Exploratory practice and Soft Systems Methodology. Language Teaching Research (London, UK) 9.4 (2005), 448–469.05–484Wu, Zongjie (Zhejiang U, China; zongjiewu@zju.edu.cn), Being, understanding and naming: teachers' life and work in harmony. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 307–323.05–485Zeegers, Margaret (U of Ballarat, Australia), English community school teacher education and English as a second language in Papua New Guinea: a study of a practicum. Asia-Pacific Journal of Teacher Education (London, UK) 33.2 (2005), 135–146.

06–20Abbott, Chris (King's College, U London, UK) & Alim Shaikh, Visual representation in the digital age: Issues arising from a case study of digital media use and representation by pupils in multicultural school settings. Language and Education (Multilingual Matters) 19.6 (2005), 455–466.06–21Andreou, Georgia & Napoleon Mitsis (U Thessaly, Greece), Greek as a foreign language for speakers of Arabic: A study of medical students at the University of Thessaly. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 181–187.06–22Aune, R. Kelly (U Hawaii at Manoa, USA; kaune@hawaii.edu), Timothy R. Levine, Hee Sun Park, Kelli Jean K. Asada & John A. Banas, Tests of a theory of communicative responsibility. Journal of Language and Social Psychology (Sage) 24.4 (2005), 358–381.06–23Belz, Julie A. 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The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 49–86.06–27Clopper, Cynthia G. & David B. Pisoni, Effects of talker variability on perceptual learning of dialects, Language and Speech (Kingston Press) 47.3 (2004), 207–239.06–28Csizér, Kata (Eötvös U, Budapest, Hungary; weinkata@yahoo.com) & Zoltán Dörnyei, Language learners' motivational profiles and their motivated learning behavior. Language Learning (Blackwell) 55.4 (2005), 613–659.06–29Davis, Adrian (Macao Polytechnic Institute, Macao, China; ajdavis@ipm.edu.mo), Teachers' and students' beliefs regarding aspects of language learning. Evaluation and Research in Education (Multilingual Matters) 17.4 (2003), 207–222.06–30Deterding, David (Nanyang Technological U, Singapore; dhdeter@nie.edu.sg), Listening to Estuary English in Singapore. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 425–440.06–31Dörnyei, Zoltán (U Nottingham, UK; zoltan.dornyei@nottingham.ac.uk) & Kata Csizér, The effects of intercultural contact and tourism on language attitudes and language learning motivation. Journal of Language and Social Psychology (Sage) 24.4 (2005), 327–357.06–32Enk, Anneke van (Simon Fraser U, Burnaby, Canada), Diane Dagenais & Kelleen Toohey, A socio-cultural perspective on school-based literacy research: Some emerging considerations. Language and Education (Multilingual Matters) 19.6 (2005), 496–512.06–33Foster, Pauline & Amy Snyder Ohta (St Mary's College, U London, UK), Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics (Oxford University Press) 26.3 (2005), 402–430.06–34Furmanovsky, Michael (Ryukoku U, Japan), Japanese students' reflections on a short-term language program. The Language Teacher (Japan Association for Language Teaching) 29.12 (2005), 3–9.06–35Gass, Susan (Michigan State U, USA; gass@msu.edu), Alison Mackey & Lauren Ross-Feldman, Task-based interactions in classroom and laboratory settings. Language Learning (Blackwell) 55.4 (2005), 575–611.06–36Gatbonton, Elizabeth, Pavel Trofimovich & Michael Magid (Concordia U, USA), Learners' ethnic group affiliation and L2 pronunciation accuracy: A sociolinguistic investigation. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 489–512.06–37Gerjets, Peter & Friedrich Hesse (Knowledge Media Research Center, Germany; p.gerjets@iwm-kmrc.de), When are powerful learning environments effective? The role of learner activities and of students' conceptions of educational technology. International Journal of Educational Research (Elsevier) 41.6 (2004), 445–465.06–38Golombek, Paula & Stefanie Jordan (The Pennsylvania State U, USA), Becoming ‘black lambs’ not ‘parrots’: A poststructuralist orientation to intelligibility and identity. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 513–534.06–39Green, Christopher (Hong Kong Polytechnic U, Hong Kong, China; egchrisg@polyu.edu.hk), Integrating extensive reading in the task-based curriculum. ELT Journal (Oxford University Press) 59.4 (2005), 306–311.06–40Hardison, Debra M. (Michigan State U, USA; hardiso2@msu.edu), Second-language spoken word identification: Effects of perceptual training, visual cues, and phonetic environment. 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ELT Journal (Oxford University Press) 59.4 (2005), 322–332.06–45LaFrance, Adéle (U Toronto, Canada; alafrance@oise.utoronto.ca) & Alexandra Gottardo, A longitudinal study of phonological processing skills and reading in bilingual children. Applied Psycholinguistics (Cambridge University Press) 26.4 (2005), 559–578.06–46Nassaji, Hossein (U Victoria, Canada), Input modality and remembering name-referent associations in vocabulary learning. Canadian Journal of Applied Linguistics (Canadian Association of Applied Linguistics) 7.1 (2004), 39–55.06–47Nguyen, Hanh Thi (Hawaii Pacific U, USA; htnguyen@hawaii.edu) & Guy Kellogg, Emergent identities in on-line discussions for second language learning. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 111–136.06–48Norton, Julie (U Leicester, UK; jen7@le.ac.uk), The paired format in the Cambridge Speaking Tests. ELT Journal (Oxford University Press) 59.4 (2005), 287–297.06–49North, Sarah (The Open U, UK), Disciplinary variation in the use of theme in undergraduate essays. Applied Linguistics (Oxford University Press) 26.3 (2005), 431–452.06–50Nunan, David (U Hong Kong, China), Styles and strategies in the language classroom. The Language Teacher (Japan Association for Language Teaching) 29.6 (2005), 9–11.06–51Paribakht, T. Sima (U Ottawa, Canada; paribakh@uottawa.ca), The influence of first language lexicalization on second language lexical inferencing: A study of Farsi-speaking learners of English as a foreign language. Language Learning (Blackwell) 55.4 (2005), 701–748.06–52Potts, Diana (U British Columbia, Canada; djpotts7@hotmail.com), Pedagogy, purpose, and the second language learner in on-line communities. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 137–160.06–53Pretorius, Elizabeth J. (U South Africa, Pretoria, South Africa; pretoej@unisa.ac.za), English as a second language learner differences in anaphoric resolution: Reading to learn in the academic context. Applied Psycholinguistics (Cambridge University Press) 26.4 (2005), 521–539.06–54Ramírez Verdugo, Dolores (Universidad Autónoma de Madrid, Spain; dolores.ramirez@uam.es), The nature and patterning of native and non-native intonation in the expression of certainty and uncertainty: Pragmatic effects. Journal of Pragmatics (Elsevier) 37.12 (2005), 2086–2115.06–55Riney, Timothy J., Naoyuki Takagi & Kumiko Inutsu (Interntional Christian U, Japan), Phonetic parameters and perceptual judgments of accent in English by American and Japanese listeners. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 441–466.06–56Rossiter, Marian J. (U Alberta, Canada), Developmental sequences of L2 communication strategies. Applied Language Learning (Defense Language Institute Foreign Language Center and Presidio of Monterey, USA) 15.1 & 15.2 (2005), 55–66.06–57Rubdy, Rani (Nanyang Technological U, Singapore; rsrubdy@nie.edu.sg), A multi-thrust approach to fostering a research culture. ELT Journal (Oxford University Press) 59.4 (2005), 277–286.06–58Schneider, Jason (jasoncschneider@yahoo.com), Teaching grammar through community issues. ELT Journal (Oxford University Press) 59.4 (2005), 298–305.06–59Shaaban, Kassim (American U Beirut, Lebanon), A proposed framework for incorporating moral education into the ESL/EFL classroom. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 201–217.06–60Sider, Steve R. (U Western Ontario, Canada), Growing up overseas: Perceptions of second language attrition and retrieval amongst expatriate children in India. 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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.

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.

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.

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.

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.

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.

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.