Relevant bibliographies by topics / Vietnamese language

Academic literature on the topic 'Vietnamese language'

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Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Vietnamese language"

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Kirby, James P. "Vietnamese (Hanoi Vietnamese)." Journal of the International Phonetic Association 41, no. 3 (November 11, 2011): 381–92. http://dx.doi.org/10.1017/s0025100311000181.

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Vietnamese, the official language of Vietnam, is spoken natively by over seventy-five million people in Vietnam and greater Southeast Asia as well as by some two million overseas, predominantly in France, Australia, and the United States. The genetic affiliation of Vietnamese has been at times the subject of considerable debate (Diffloth 1992). Scholars such as Tabard (1838) maintained a relation to Chinese, while Maspero (1912), despite noting similarities to Mon-Khmer, argued for an affiliation with Tai. However, at least since the work of Haudricourt (1953), most scholars now agree that Vietnamese and related Vietic languages belong to the Mon-Khmer branch of the Austroasiatic family.
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Quang, Duong Xuan. "VIETNAMESE LANGUAGE – THE VIETNAMESE PEOPLE’S HERITAGE." Vietnamese Studies Review 20, no. 2 (December 31, 2022): 89–114. http://dx.doi.org/10.31535/vs.2022.20.2.089.

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Serbin, Vladimir Alekseevich. "Borrowings in military terminology of the modern Vietnamese language." Litera, no. 1 (January 2021): 110–24. http://dx.doi.org/10.25136/2409-8698.2021.1.34698.

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This article is dedicated to the analysis of techniques of external enrichment of terminology of the Vietnamese language. An attempt is made to examine the phenomenon of borrowing of foreign words in military terminology of the modern Vietnamese language. The author explores the factors of borrowing, carries out classification by origin and source of borrowing. The relevance of this work is defined by the need to systematize knowledge on the foreign borrowings in military terminology of Vietnamese language at the current stage of its development, rapid advancement of military science, new technologies, integration of Vietnam into the global community, and, thus, the emergence of vast foreign lexicon from Western languages, including in terminology. The novelty consists in systematization, generalization, and analysis of the methods of foreign borrowing in Vietnamese language and sectoral terminologies, particularly in military terminology. The conclusion is made that military terminology of Vietnamese language contains 80% of borrowings from foreign languages. According to the source of borrowing, foreign words are divided into two groups: of Sino origin (Hán Việt), and of Indo-European origin. The basis of borrowings is comprised of the terms of Hán Việt origin, which in have assimilated and currently are fully functional units of Vietnamese language. At the present stage, most of the words are borrowed from the English language; the majority of loanwords from European languages in Vietnamese language are attributes to semantic (word-forming and semantic calques). This method of borrowing often makes the terms too complex, difficult to remember and use. Borrowings from European languages, which currently infiltrate into Vietnamese language without changing their graphic form, are pronounced in accordance with the phonetic norms of Vietnamese language.
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Le Khac, Cuong. "Vietnamese Language in Westernization: Integration or Disguise?" International Journal of Linguistics Studies 1, no. 2 (October 6, 2021): 18–21. http://dx.doi.org/10.32996/ijls.2021.1.2.3.

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Through proud historical development, the Vietnamese language has overcome all obstacles to become a rich and beautiful language, with a unique identity and full of potential. In the international arena, in all fields of activities, Vietnamese has equal status with all other languages. The process of integration and development will inevitably entail contact and mutual influence between cultures, including languages. On the positive side, it has contributed to enriching the lexicology of the national language, especially new terminologies in the fields of science and technology, make more diverse forms of communication, and in some ways, it shortens the gaps to more developed cultures and civilizations. However, in terms of culture, it can also cause negative effects, that is, chaos, tension in Vietnamese disguise. This paper reports the current status of the Vietnamese language in the midst of Western trends in Vietnam. Data were collected from historical documents and daily news from popular sites of Vietnamese mass media.
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Dam, Quynh, Giang Pham, Irina Potapova, and Sonja Pruitt-Lord. "Grammatical Characteristics of Vietnamese and English in Developing Bilingual Children." American Journal of Speech-Language Pathology 29, no. 3 (August 4, 2020): 1212–25. http://dx.doi.org/10.1044/2019_ajslp-19-00146.

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Purpose Defining parameters for typical development in bilingual children's first and second languages can serve as the basis for accurate language assessment. This is the first study to characterize Vietnamese and English grammatical development in a sample of bilingual children. Method Participants were 89 Vietnamese–English bilingual children, aged 3–8 years. Children completed story retell tasks in Vietnamese and English. Stories were transcribed and analyzed for grammaticality, error patterns, subordination index, and types of subordinating clauses. Of key interest were associations with age and identifying developmental patterns that were shared across languages or unique to a given language. Results Age correlated with more measures in English than in Vietnamese, suggesting that older children had higher grammaticality and greater syntactic complexity in English than younger children. Children also produced greater syntactic complexity with age in Vietnamese, but not higher grammaticality. There were a set of error patterns shared across languages (e.g., object omission) and patterns specific to each language (e.g., classifier errors in Vietnamese, tense errors in English). While children produced nominal, adverbial, and relative clauses in Vietnamese and English, the proportion of each clause type differed by language. Conclusions Results from this typically developing sample provide a reference point to improve clinical practice. Characterizing developmental patterns in sentence structure in Vietnamese and English lays the groundwork for investigations of language disorders in this bilingual population.
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Cuong, Le Khac. "Languages law in view of teaching Vietnamese as a foreign language." Science & Technology Development Journal - Social Sciences & Humanities 1, no. 4 (December 27, 2018): 36–42. http://dx.doi.org/10.32508/stdjssh.v1i4.461.

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While teaching Vietnamese as a foreign language, teachers often face many questions of foreign students about Vietnamese. In addition, these questions are not easy to answer because of the complexity in terms of science. Many other questions are difficult to answer because of the absence of regulations in terms of Language Law in Vietnam. A few years ago, the issue of language law and language legislation has been raised. This paper mentioned only the difficulties in teaching Vietnamese to foreigners due to lack of strict regulations.
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Đồng, Pauline Phi Nguyên. "Keeping the Vietnamese language alive." Phi Delta Kappan 105, no. 2 (October 2023): 29–31. http://dx.doi.org/10.1177/00317217231205938.

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There is a need for Vietnamese language education for the Vietnamese American community in the United States, and the Vietnamese Language Program at Westminster High School (WHS) in Orange County, California, has been able to preserve the Vietnamese language. Students in the program also learn about their heritage and culture to stay connected to their families and community. Author Pauline Phi Nguyên Đồng, a Vietnamese language teacher at the high school, suggests that the WHS Vietnamese Language Program is a model for how heritage language programs can be sustained in schools and communities.
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Le Pham, Quoc Hung. "The Meanings and Structural Forms of the Measure Word for Nouns in Chinese and Vietnamese." International Journal of Linguistics 13, no. 1 (February 25, 2021): 1. http://dx.doi.org/10.5296/ijl.v13i1.16890.

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In the field of language research, the measure word is an interesting research topic. In the world language, some languages have measure words, some languages have not. Both Chinese and Vietnamese belong to the language rich in measure words, but due to the differences in language system, cognition and cultural color, there are some differences in the expression of their syntactic structure of the measure word for noun. This study starts from the comparison of Chinese and Vietnamese languages, focusing on the meaning and structure of the measure word for noun commonly used in Chinese and Vietnamese, in order to find the similarities and differences between them.
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Le, Minh Thi Hong. "The reality of Vietnamese language teaching and Vietnamese Studies education in Korea." Science and Technology Development Journal 18, no. 2 (June 30, 2015): 70–80. http://dx.doi.org/10.32508/stdj.v18i2.1194.

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Over 20 years of Korea-Vietnam relationship, Korea has become the biggest investor in Vietnam, and Vietnam the forth on the list of Korea’s most important partners. There are over 135,000 Koreans living in Vietnam and out of 123,000 Vietnamese living and working in Korea, there are 40,000 Vietnamese wives to Korean husbands. Currently, in Korea there are 4 universities that have faculties or departments of the Vietnamese language or of Vietnamese Studies, with a large number of alumni who have successfully found jobs. Demand is higher than supply capacity. Vietnamese proficiency is not only essential to Koreans living and working in Vietnam and Korea-based companies with Vietnamese employees but also will be valuable to children of thousands of Korean-Vietnamese families in the coming years. The Ministry of Education of Korea has just announced a policy stating that the Vietnamese language will be one of the eight second languages in the national university entrance examination, which will bring to Vietnamese language teaching new opportunities and prospects.
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Wang, Cen, Sarah Verdon, Sharynne McLeod, and Van H. Tran. "Profiles of Linguistic Multicompetence in Vietnamese–English Speakers." American Journal of Speech-Language Pathology 30, no. 4 (July 14, 2021): 1711–27. http://dx.doi.org/10.1044/2021_ajslp-20-00296.

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Purpose Speech-language pathologists work with increasing numbers of multilingual speakers; however, even when the same languages are spoken, multilingual speakers are not homogeneous. Linguistic multicompetence (aka multi-competence) considers competency across all languages and is associated with multiple demographic, migration, linguistic, and cultural factors. Method This article examines the linguistic multicompetence of adults with Vietnamese heritage living in Australia ( n = 271) and factors associated with varying profiles of multilingualism. Participants completed a self-report questionnaire (available in English and Vietnamese) regarding their language proficiency and associated factors. Results Participants were largely (76.6%) first-generation migrants to Australia. Three distinct profiles of linguistic multicompetence were statistically identified using a cluster analysis: (a) Vietnamese proficient ( n = 81, 31%), (b) similar proficiency ( n = 135, 52%), and (c) English proficient ( n = 43, 17%); that is, half were proficient in both languages. Multinomial logistic regression analyses compared participants profiled as having similar proficiency with those who were more dominant in one language. Factors associated with the Vietnamese proficient group (compared with the similar proficiency group) were that the participants used Vietnamese much more than English with different people across different situations, were more likely to believe that maintaining Vietnamese helped them communicate in English, and earned less. Participants in the English proficient group used English more than Vietnamese with different people across different situations, were more likely to have lived in English-speaking countries longer, were younger in age, and were less likely to believe that maintaining Vietnamese helped improve academic study than those with similar proficiency. Conclusion Undertaking a comprehensive language profile is an important component of any multilingual assessment to enable speech-language pathologists to develop an understanding of different presentations of linguistic multicompetence, engage in culturally responsive practice, and acknowledge that high levels of competence can be achieved across multiple languages. Supplemental Material https://doi.org/10.23641/asha.14781984
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Dissertations / Theses on the topic "Vietnamese language"

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Tran, Thuan. "Wh-quantification in Vietnamese." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 274 p, 2009. http://proquest.umi.com/pqdweb?did=1694575191&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Cat, Bui Van, and n/a. "Background studies for Vietnamese students of English." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060628.130310.

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Recent years have witnessed many developments in the use of the communicative approach in language teaching. This approach aims at developing students' ability to communicate with native speakers of the target language. To achieve this ability, students are required to have not only linguistic competence but also communicative competence. That is why the students need not only the linguistic knowledge but also the background knowledge of the culture in which the language is spoken. Language is a part of culture. Cultural differences always cause problems for speakers of different cultures while communicating. Therefore, the " learning of a second culture is often a part of the learning of a second language " (Brown, 1980: 242 ) . Background Studies, including culture, used to be neglected or taught improperly in the curriculum of the Hanoi Foreign Languages College. In consequence, Vietnamese E.F.L students at the College have a poor background knowledge of the English speaking countries and their people's patterned ways of life. This causes difficulties for them when communicating with native speakers of English, even when they are studying at the College where culture-based textbooks and materials are commonly used. Therefore, Background Studies, including culture, must be seen as a separate and indispensable component of the curriculum of the College which aims at providing the students with the background knowledge of English speaking countries and with an awareness of their people's ways of life, their customs and habits and so on. Various techniques for the teaching of this subject are examined.
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Ha, Nguyen Hong, and n/a. "Time and modality in Vietnamese : a contrastive study of Vietnamese and English." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060713.170038.

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The present study is an attempt to give a description of how temporal and modal meanings are expressed in Vietnamese, and to relate the description to English by way of translation correspondence. The study is, therefore, a contrastive work on Time and Modality in Vietnamese and English. It is hoped that Vietnamese students might find in this work some kind of help that may facilitate their study of English grammar as regards time and mood. In chapter 1, the author presents a brief history of foreign language teaching in Vietnam, and the role of English as a foreign language in the country at present. He also discusses problems confronting Vietnamese teachers and students in teaching and learning English and states the aims of the study. Next, the structure of the Vietnamese verb-phrase is discussed, with a view to giving the reader some idea of how auxiliaries operate in Vietnamese. In chapter 2, a description of temporal expression in Vietnamese is presented, with emphasis on the uses of the so-called "time auxiliaries". Also, time adverbs, time clauses and questions with time in Vietnamese are discussed. Chapter 3 deals with modal expression in Vietnamese. In this chapter special attention is given to the uses of the modal auxiliaries. Attempts are then made to describe the so-called "attitudinal disjuncts" and conditional sentences in Vietnamese. In chapter 4, implications for teaching time and modality in English to Vietnamese students are given. The author suggests some teaching points, which, through the present contrastive work, are likely to be some of the most difficult areas for Vietnamese speakers and therefore should be given the most particular attention.
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Jannedy, Stefanie. "Prosodic focus in Vietnamese." Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2008/1947/.

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This paper reports on pilot work on the expression of Information Structure in Vietnamese and argues that Focus in Vietnamese is exclusively expressed prosodically: there are no specific focus markers, and the language uses phonology to express intonational emphasis in similar ways to languages like English or German. The exploratory data indicates that (i) focus is prosodically expressed while word order remains constant, (ii) listeners show good recoverability of the intended focus structure, and (iii) that there is a trading relationship between several phonetic parameters (duration, f0, amplitude) involved to signal prosodic (acoustic) emphasis.
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Dang, Tien Ngoc Dung. "An Inquiry into the Impact of the Mother Tongue on Vietnamese Adult EFL Learners’ Speech Intelligibility with Reference to Syllable Structure." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/366941.

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This thesis seeks to investigate how the mother tongue of 50 Vietnamese university EFL students impacts on their intelligibility in oral communication, with specific reference to syllable structure. The assumption is that there is interference between the native language (L1) and the new language (L2), and negative transfer of native oral usage habits to the target language, which affects the students’ intelligibility. Additionally, the current study also examines other potential reasons for the participating students having pronunciation errors. Mixed methods for data collection and analysis – a quantitative approach and a qualitative approach – have been used to explore these issues. The quantitative data and results provide the general picture of the research problem, whereas further analysis and rich data gained through qualitative data collection have refined, extended, and explained the intelligibility problem of Vietnamese English speakers in depth. The findings show that Vietnamese adult EFL speakers’ intelligibility is so low and that syllable structure errors impact on the students’ speech intelligibility. The syllable structure errors are generally caused by the application of Vietnamese syllable structure in the pronunciation of English syllables in the pronunciation tests. For instance, Vietnamese open syllables were used by the 50 informants to articulate English close syllables during the pronunciation tests.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
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Nguyen, Thi Anh Thu. "Prosodic transfer : the tonal constraints of Vietnamese acquisition of English stress & rhythm /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17668.pdf.

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Na, Pham Phu Quynh. "Error analysis in Vietnamese - English translation pedagogical implications /." View thesis, 2005. http://handle.uws.edu.au:8081/1959.7/20242.

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Thesis (Ph.D.) -- University of Western Sydney, 2005.
"A thesis submitted to the School of Humanities and Languages of the University of Western Sydney, College of Arts, School of Humanities and Languages, in fulfillment for the requirements of the degree of Doctor of Philosophy, December 2005." Includes bibliographical references and appendices.
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Na, Pham Phu Quynh. "Error analysis in Vietnamese - English translation : pedagogical implications." Thesis, View thesis, 2005. http://handle.uws.edu.au:8081/1959.7/20242.

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The aim of this study is to investigate the extent to which the typological differences between Vietnamese and English influence the process of translating authentic Vietnamese sentences into English through an error analysis of the Vietnamese-English translations by Vietnamese EFL students. It starts with the assumption that Vietnamese is a topic-prominent language and the basic structure of Vietnamese manifests a topic-comment relation, rather than a subject-predicate relation (Thompson, 1987; Dyvik, 1984; Hao, 1991; Rosén, 1998), and tries to find out whether the students are more likely to make more errors when the topic of the sentence is not identical with the grammatical subject. This study also investigates the most common types of errors Vietnamese students make when translating topic-comment structures from Vietnamese into English. The analysis focuses on the errors made when translating the dropped subject and empty elements of Vietnamese. This is important, given the fact that the grammatical subject is always required in English, but not in Vietnamese. The data was collected from 95 students of English translation classes in their first, second, third, and fourth years in the Department of English Language and Literature at the University of Social Sciences and Humanities, Ho Chi Minh City, Vietnam. Using an error analysis technique often adopted in studying the deviated forms produced by second language learners (James, 1998; Richards, 1974; Corder, 1974), the study constructs an error corpus in the form of a Microsoft Excel Spreadsheet and classifies all the errors based on the categories they belong to (linguistic, comprehension or translational) and the kind of deviation they are (addition, omission, misordering or misselection, etc). The study establishes a taxonomy of errors, which includes three main categories: linguistic errors, comprehension errors and translation errors. The results of the study suggest a number of potential errors students are prone to making when translating the topic-comment structure of Vietnamese into English, and provides some practical guidelines for teachers, so that they can help students deal with these types of errors in Vietnamese-English translations.
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Nguyen, Hanh Thi Bich. "Second language reading strategies: Evidence from Vietnamese learners of English." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1440.

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Despite the fact that a considerable body of empirical research has been done to examine the role of metacognitive strategic awareness both in L1 and L2 reading, controversial findings have been reported. In addition, although a substantial number of studies have been conducted to investigate reading strategy use by English learners of various first languages, there is a lack of research involving Vietnamese ESL learners. The present study was designed in order to add to the existing literature new evidence about the second language reading strategies used by Vietnamese ESL learners. Particularly, three main aspects of reading strategy use were investigated: 1) the reading strategies that are most frequently used by Vietnamese ESL learners; 2) the reading strategies that distinguish high achieving readers and low achieving readers; and 3) the reading strategies that are significantly associated with performance on lower order and higher order reading questions. The participants of the study were 32 Vietnamese ESL college students in Vietnam. The research instrument employed two tasks: a fourteen-item reading comprehension test and a five-point Likert scale survey of reading strategies (SORS). The reading test was used to divide the sample into a higher performing group and a lower performing group. The SORS was taken from Mokhtari and Sheorey (2002) and consists of 30 items which measure learners' frequency of use of global, problem solving and support strategies when reading academic materials in English. The data was analyzed through descriptive statistics, multiple independent samples t-tests, and multiple regressions. The frequency analysis revealed a fairly regular use of reading strategies by Vietnamese ESL learners. Of the three types of strategies, support strategies were the most frequently employed, followed by global and problem solving strategies. Regarding strategies used by the higher and lower performing readers, the results revealed significant differences in the use of 5 global and 1 problem solving strategies. In addition, the study found that participants' performance on higher order and lower order reading questions was significantly associated with a set of reading strategies. Specifically, 14 reading strategies were significantly correlated with performance on lower order reading questions and 22 reading strategies with performance on higher order reading questions. These findings have provided new evidence and insight about the use of reading strategies in second language reading, particularly focusing on the relationships between strategy use and reading performance and strategy use and type of reading questions. Especially, the findings about the relationship between reading strategies and performance on lower order and higher order reading questions are novel, which fact, undeniably, requires further research in order for these findings to be validated and expanded. Finally, the present study's findings carry valuable pedagogical implications concerning the design of ESL reading curricula and the practice of teaching ESL reading strategies. Namely, curriculum designers and teachers should take into account the following issues: 1) the universality and uniqueness of ESL learners' preferences for reading strategies; 2) the connection between strategy use and reading performance, and 3) the fact that effective performance on higher and lower order questions is correlated with the use of specific reading strategies.
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Nguyen, Van Bon, University of Western Sydney, of Arts Education and Social Sciences College, and School of Languages and Linguistics. "An investigation to improve the effectiveness of Vietnamese language learning in New South Wales primary schools." THESIS_CAESS_LLI_Nguyen_V.xml, 2002. http://handle.uws.edu.au:8081/1959.7/106.

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This study examines Vietnamese language learning in New South Wales primary schools. Five major influences on Vietnamese language learning were studied: parents' competence in Vietnamese, parents' attitudes to Vietnamese language learning, parental involvement in their children's school, children's attitudes to Vietnamese language learning, and school factors such as teaching strategies and teacher qualities. The survey was conducted by means of questionnaires for children and parents, the Vietnamese language Basic Skills Tests, and interviews with teachers. A series of recommendations is offered to all those involved in teaching the Vietnamese language.
Doctor of Philosophy (PhD)
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Books on the topic "Vietnamese language"

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Company, Berlitz Publishing. Vietnamese concise dictionary: Vietnamese-English, English-Vietnamese. Singapore: Berlitz Pub., 2007.

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(Firm), Langenscheidt, ed. Langenscheidt's pocket Vietnamese dictionary: Vietnamese-English, English-Vietnamese. Maspeth, NY: Langenscheidt, 2002.

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Phan, Văn Giưỡng. Tuttle concise Vietnamese dictionary: Vietnamese-English, English-Vietnamese. Tokyo: Tuttle Pub., 2008.

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Phan, Văn Giưỡng. Tuttle concise Vietnamese dictionary: Vietnamese-English, English-Vietnamese. Tokyo: Tuttle Pub., 2008.

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Phan, Văn Giưỡng. Tuttle concise Vietnamese dictionary: Vietnamese-English, English-Vietnamese. Tokyo: Tuttle Pub., 2008.

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Thinh, Hoang, and Lonely Planet Publications (Firm), eds. Vietnamese. 4th ed. Footscray, Vic: Lonely Planet, 2006.

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Phúc, Thiện. Buddhist dictionary: Vietnamese-English, English-Vietnamese, Sanskrit/Pali-Vietnamese. Santa Ana, CA: Tỏ̂ đình Minh Đăng Quang, 2005.

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Nguyen, Hoai Nhan. Elemental grammar of spoken Vietnamese: The Vietnamese language. Sarthe, France: H. Nguyen, 1986.

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Nguyẽ̂n, Đình Hoà. Vietnamese-English dictionary. Tokyo: Tuttle Pub., 2007.

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Vương, Gia Thụy. Vest pocket Vietnamese. Westport, Conn: Institute for Language Study, 1994.

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Book chapters on the topic "Vietnamese language"

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Bacon, Michael, and Vân Truong. "Vietnamese Dual Language Immersion." In Critical Consciousness in Dual Language Bilingual Education, 112–20. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003240594-14.

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Tran, Thi Minh. "Vietnamese Heritage Language: From Silence to Voice." In Vietnamese Language, Education and Change In and Outside Vietnam, 129–57. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-9093-1_7.

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AbstractImmigration and emigration shape unique language contact environments and multilingual settings, intertwined with language ideologies, attitudes, practices, and the emergence of new contact languages. Heritage languages, spoken by immigrant children or individuals who migrated at a young age, have garnered attention, particularly in the United States and Canada since the 1960s and 1970s, and later in Europe and elsewhere. However, despite approximately 4 million individuals with Vietnamese immigration backgrounds worldwide, research on the Vietnamese language has only spanned since the 2000s. This review assesses the current state of Vietnamese heritage language studies, identifying topics explored, their development, existing gaps, and potential research directions. It synthesizes diverse findings, highlighting recent focus areas on heritage language loss, maintenance, ideology, education, proficiency assessment, and linguistic characteristics. The review identifies limitations in existing literature and offers recommendations for addressing them.
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Thai, Minh Duc. "7. Metafunctional profile of the grammar of Vietnamese." In Language Typology, 397–431. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/cilt.253.09tha.

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Koch, Christian. "Transferring Pluricentric Approaches from the Teaching of Portuguese and Vietnamese." In Pluricentric Languages and Language Education, 41–54. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003248552-5.

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Lê, Tang Ho, and Anh-Viêt Nguyên. "Explorations of Prosody in Vietnamese Language." In Intelligent Information and Database Systems, 181–89. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-49381-6_18.

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Willoughby, Louisa. "Being a “good Vietnamese/Cambodian girl”." In Language Practices of Migrant Youth, 51–78. New York : Routledge, [2018]: Routledge, 2017. http://dx.doi.org/10.4324/9781315147246-4.

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Vu, Quan, Kris Demuynck, and Dirk Van Compernolle. "Vietnamese Automatic Speech Recognition: The FLaVoR Approach." In Chinese Spoken Language Processing, 464–74. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11939993_49.

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Do, Hoa. "Language Ideology and Its Educational Impact: Insights from Vietnamese Community Language Schools." In Vietnamese Language, Education and Change In and Outside Vietnam, 83–105. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-9093-1_5.

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AbstractDrawing on Gal and Irvine’s (1995), (Signs of difference: Language and ideology in social life. Cambridge University Press, 2019) concept of linguistic differentiation, this chapter examines if and how teachers, principals and stakeholders at Vietnamese community language schools (CLSs) in Australia were engaged in linguistic differentiation and the extent to which their engagement influenced their decision-making and classroom practices. Thematic analysis of semi-structured interviews demonstrates that the participants were actively engaged in noticing and justifying linguistic differences. Language-in-education planning wise, it is argued that the teaching of Vietnamese at the CLSs under study was, to some extent, politicized, evidenced by the participants’ language standardization and low interest in resources developed inside Vietnam.
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Le, Linh Thuy, and Leigh Gerrard Dwyer. "Revisiting “Teacher as Moral Guide” in English Language Teacher Education in Contemporary Vietnam." In Reforming Vietnamese Higher Education, 245–67. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8918-4_13.

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Le, Hieu Nam Trung. "Another Kind of Vietnamization: Language Policies in Higher Education in the Two Vietnams." In Vietnam Over the Long Twentieth Century, 127–43. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-3611-9_7.

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AbstractThe reform and expansion of higher education was a priority for both of Vietnam’s postcolonial regimes, the Democratic Republic of Vietnam (DRV) in the nation’s north and the Republic of Vietnam (RVN) in the south. “Vietnamization,” or the adoption of Vietnamese as the language of instruction, was seen as a central part of that reform. However, the two regimes pursued Vietnamization by different means and on different timelines. This chapter argues that the history of the Vietnamization of higher education reflects the different political systems of the two regimes. In the DRV, Vietnamization would be initiated by the central authorities and carried out by decree. By contrast, in the south Vietnamization was shaped by the efforts of individual educators and linguists, associations, and student participation. Exploring the process of Vietnamization thus sheds light on a crucial aspect of the process of decolonization and highlights the divergent paths to independence taken by the two Vietnams after 1945.
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Conference papers on the topic "Vietnamese language"

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Nghi, Tran Tin. "Exploring the Effectiveness of Authentic Materials and Task-Based Learning Approaches in Enhancing English Language Skills and Motivation of Vietnamese EFL Learners: A Quasi-Experimental Study." In 5th Conference on Language Teaching and Learning. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.150.1.

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Vietnamese EFL learners' English language skills and motivation were evaluated through an investigation into the effectiveness of task-based learning approaches combined with authentic materials. A quasi-experimental design was utilized, which included 100 participants from Vietnam's EFL learners. Participants were then divided equally into an experimental group (n=50) and a control group (n=50). The experimental group underwent instruction using task-based learning and authentic materials, while the control group utilized traditional teaching methods. Language skills and motivation levels of participants were measured using pre- and post-tests, both of which revealed remarkable improvements. The findings supported the use of authentic materials and task-based learning approaches for Vietnamese EFL learners, proving their efficacy for language acquisition.
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Ngo Thi, Thanh Quy, and Hong Minh Nguyen Thi. "Vietnamese Proverbs From a Cultural Perspective." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-6.

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Proverbs are important data depicting the traditional culture of each nation. Vietnamese proverbs, dated thousands of years ago, are an immense valuable treasure of experience which the Vietnamese people desire to pass to the younger generations. This paper aims to explore the unique and diversified world of intelligence and spirits of the Vietnamese through a condensed and special literary genre, as well as a traditional value of the nation (Nguyen Xuan Kinh 2013, Tran Ngoc Them 1996, Le Chi Que and Ngo Thi Thanh Quy 2014). Through an interdisciplinary approach, from an anthropological point of view, approaching proverbs we will open up a vast treasure of knowledge and culture of all Vietnamese generations. The study has examined over 16,000 Vietnamese proverbs and analysed three groups expressing Vietnamese people’s behaviors toward nature, society and their selves, and compared them with English and Japanese proverbs. The research has attempted to explore the beauty of Vietnamese language, cultural values and the souls and personalities of Vietnam. Approaching Vietnamese proverbs under the interdisciplinary perspective of language, culture and literature is a new research direction in the field of Social Sciences and Humanity in Vietnam. From these viewpoints, it is seen that proverbs have remarkably contributed to the language and culture of Vietnam as well as and constructed to the practice of language use in everyday life which is imaginary, meaningful and effective in communication. Furthermore, the study seeks to inspire the Vietnamese youth’s pride in national identity and to encourage their preservation and promotion for traditional values of the nation in the context of integration and globalisation. In the meantime, it would be favourable to introduce and market the beauty of Vietnamese language, culture and people to the world, encouraging the speakers of other languages to study, explore and understand Vietnam.
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Thoa, Nguyen Thi Kim. "Vietnamese Sign Language - Unresolved Issues." In 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.23.

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Appearing in Vietnam around 1886, today, Vietnamese Sign Language (VSL) has been a major means of communication in the deaf community in Vietnam. However, VSL has not been unified across regions, has not been officially taught in educational institutions and has not been interested by researchers. The article mainly uses the descriptive method to analyze the linguistic features of VSL in terms of phonetics, vocabulary, and grammar. Besides, the author also uses activities such as collecting documents, analyzing, synthesizing, comparing to make the necessary judgments and conclusions. The article will introduce VSL from the perspective of linguistics with phonological, lexical, and grammatical aspects - through which readers can see the unique characteristics of VSL. It also analyzes the outstanding issues, what needs to be done to move towards a unified VSL, to become the object of research in Linguistics and to be taught officially in the School. Besides, the research directions or the development of sign languages of some countries such as the US, UK... are also mentioned in the article as experiences that Vietnam can learn and absorb.
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Nguyen, Khang Phuoc-Quy, and Kiet Van Nguyen. "Exploiting Vietnamese Social Media Characteristics for Textual Emotion Recognition in Vietnamese." In 2020 International Conference on Asian Language Processing (IALP). IEEE, 2020. http://dx.doi.org/10.1109/ialp51396.2020.9310495.

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Nguyen, Khang Phuoc-Quy, and Kiet Van Nguyen. "Exploiting Vietnamese Social Media Characteristics for Textual Emotion Recognition in Vietnamese." In 2020 International Conference on Asian Language Processing (IALP). IEEE, 2020. http://dx.doi.org/10.1109/ialp51396.2020.9310495.

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Duy Khuat, Bach, Duong Thai Phung, Ha Thi Thu Pham, Anh Ngoc Bui, and Son Tung Ngo. "Vietnamese sign language detection using Mediapipe." In ICSCA 2021: 2021 10th International Conference on Software and Computer Applications. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3457784.3457810.

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Pham, Dang Duc, Giang Binh Tran, and Son Bao Pham. "Author Profiling for Vietnamese Blogs." In 2009 International Conference on Asian Language Processing (IALP). IEEE, 2009. http://dx.doi.org/10.1109/ialp.2009.47.

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Nguyen, Dat Tien, and Son Bao Pham. "Finding Semantic Similarity in Vietnamese." In 2010 International Conference on Asian Language Processing (IALP). IEEE, 2010. http://dx.doi.org/10.1109/ialp.2010.78.

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Oanh, Hoang Thi Kim. "An Investigation into the Influences of Anxiety in Non-English Major Tertiary Learners’ Willingness to Communicate Orally in Vietnamese EFL Classrooms." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.7.

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This paper scrutinized the impact of foreign language anxiety on tertiary Vietnamese students’ willingness to communicate orally in EFL classrooms. The study had two research questions: 1) Which is the most common type of foreign language anxiety experienced by non – English tertiary Vietnamese students in EFL classrooms, and 2) What is the correlation between foreign language anxiety and Vietnamese students’ willingness to communicate orally in EFL classrooms. The data was collected from 176 non-English major tertiary students learning in a public university in Ho Chi Minh City by facilitating the Willingness to communicate Scale and Foreign Language Anxiety Scale. The study’s results analyzed in a quantitative descriptive approach indicated that communication apprehension was the most common type of anxiety experienced by the students in the English learning process. The study found that language anxiety negatively correlated with willingness to speak. It means the students were more anxious, they could not engage in the in-class communicative activities, which might affect their academic performance. The present paper hopes to provide educators and school managers who might encourage students’ readiness to join speaking activities in Vietnamese EFL classrooms with a comprehensive understanding of the influence of foreign language anxiety on students’ willingness to communicate.
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Dac, Phat Dinh, and Han Nguyen Minh. "A Cognitive Semantics Approach to the Polysemy of the English Preposition “On” and Its Vietnamese Equivalents." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.21.

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Exploring the shift in meanings of translating the preposition “on” from English to Vietnamese, the study, besides analyzing the cases of the changes in meanings of the preposition, aims at explaining the cases where the preposition “on” is not translated as “trên” and its Vietnamese equivalents under the cognitive semantics approach. The methods of analysis and synthesis of theories from the available data on the preposition “on” as well as the methods of classifying and systematizing prepositions are applied to English-Vietnamese translation. From the collected data, this study reveals the cases of the shift in meanings of “on” and the characteristics of multiple meanings of the preposition under the cognitive semantics approach. In the course of translation, contextual meanings are used in order to convey the meanings appropriately in the Vietnamese style. The research paper can make some contribution to the teaching of translation and make it a reference material for English learners.
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Reports on the topic "Vietnamese language"

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Peterson, Jay. Ethnic and Language Identity Among a Select Group of Vietnamese-Americans in Portland Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7179.

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McEntee, Alice, Sonia Hines, Joshua Trigg, Kate Fairweather, Ashleigh Guillaumier, Jane Fischer, Billie Bonevski, James A. Smith, Carlene Wilson, and Jacqueline Bowden. Tobacco cessation in CALD communities. The Sax Institute, June 2022. http://dx.doi.org/10.57022/sneg4189.

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Background Australia is a multi-cultural society with increasing rates of people from culturally and linguistically diverse (CALD) backgrounds. On average, CALD groups have higher rates of tobacco use, lower participation in cancer screening programs, and poorer health outcomes than the general Australian population. Lower cancer screening and smoking cessation rates are due to differing cultural norms, health-related attitudes, and beliefs, and language barriers. Interventions can help address these potential barriers and increase tobacco cessation and cancer screening rates among CALD groups. Cancer Council NSW (CCNSW) aims to reduce the impact of cancer and improve cancer outcomes for priority populations including CALD communities. In line with this objective, CCNSW commissioned this rapid review of interventions implemented in Australia and comparable countries. Review questions This review aimed to address the following specific questions: Question 1 (Q1): What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Question 2 (Q2): What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? This review focused on Chinese-, Vietnamese- and Arabic-speaking people as they are the largest CALD groups in Australia and have high rates of tobacco use and poor screening adherence in NSW. Summary of methods An extensive search of peer-reviewed and grey literature published between January 2013-March 2022 identified 19 eligible studies for inclusion in the Q1 review and 49 studies for the Q2 review. The National Health and Medical Research Council (NHMRC) Levels of Evidence and Joanna Briggs Institute’s (JBI) Critical Appraisal Tools were used to assess the robustness and quality of the included studies, respectively. Key findings Findings are reported by components of an intervention overall and for each CALD group. By understanding the effectiveness of individual components, results will demonstrate key building blocks of an effective intervention. Question 1: What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Thirteen of the 19 studies were Level IV (L4) evidence, four were Level III (L3), one was Level II (L2), none were L1 (highest level of evidence) and one study’s evidence level was unable to be determined. The quality of included studies varied. Fifteen tobacco cessation intervention components were included, with most interventions involving at least three components (range 2-6). Written information (14 studies), and education sessions (10 studies) were the most common components included in an intervention. Eight of the 15 intervention components explored had promising evidence for use with Chinese-speaking participants (written information, education sessions, visual information, counselling, involving a family member or friend, nicotine replacement therapy, branded merchandise, and mobile messaging). Another two components (media campaign and telephone follow-up) had evidence aggregated across CALD groups (i.e., results for Chinese-speaking participants were combined with other CALD group(s)). No intervention component was deemed of sufficient evidence for use with Vietnamese-speaking participants and four intervention components had aggregated evidence (written information, education sessions, counselling, nicotine replacement therapy). Counselling was the only intervention component to have promising evidence for use with Arabic-speaking participants and one had mixed evidence (written information). Question 2: What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? Two of the 49 studies were Level I (L1) evidence, 13 L2, seven L3, 25 L4 and two studies’ level of evidence was unable to be determined. Eighteen intervention components were assessed with most interventions involving 3-4 components (range 1-6). Education sessions (32 studies), written information (23 studies) and patient navigation (10 studies) were the most common components. Seven of the 18 cancer screening intervention components had promising evidence to support their use with Vietnamese-speaking participants (education sessions, written information, patient navigation, visual information, peer/community health worker, counselling, and peer experience). The component, opportunity to be screened (e.g. mailed or handed a bowel screening test), had aggregated evidence regarding its use with Vietnamese-speaking participants. Seven intervention components (education session, written information, visual information, peer/community health worker, opportunity to be screened, counselling, and branded merchandise) also had promising evidence to support their use with Chinese-speaking participants whilst two components had mixed (patient navigation) or aggregated (media campaign) evidence. One intervention component for use with Arabic-speaking participants had promising evidence to support its use (opportunity to be screened) and eight intervention components had mixed or aggregated support (education sessions, written information, patient navigation, visual information, peer/community health worker, peer experience, media campaign, and anatomical models). Gaps in the evidence There were four noteworthy gaps in the evidence: 1. No systematic review was captured for Q1, and only two studies were randomised controlled trials. Much of the evidence is therefore based on lower level study designs, with risk of bias. 2. Many studies provided inadequate detail regarding their intervention design which impacts both the quality appraisal and how mixed finding results can be interpreted. 3. Several intervention components were found to have supportive evidence available only at the aggregate level. Further research is warranted to determine the interventions effectiveness with the individual CALD participant group only. 4. The evidence regarding the effectiveness of certain intervention components were either unknown (no studies) or insufficient (only one study) across CALD groups. This was the predominately the case for Arabic-speaking participants for both Q1 and Q2, and for Vietnamese-speaking participants for Q1. Further research is therefore warranted. Applicability Most of the intervention components included in this review are applicable for use in the Australian context, and NSW specifically. However, intervention components assessed as having insufficient, mixed, or no evidence require further research. Cancer screening and tobacco cessation interventions targeting Chinese-speaking participants were more common and therefore showed more evidence of effectiveness for the intervention components explored. There was support for cancer screening intervention components targeting Vietnamese-speaking participants but not for tobacco cessation interventions. There were few interventions implemented for Arabic-speaking participants that addressed tobacco cessation and screening adherence. Much of the evidence for Vietnamese and Arabic-speaking participants was further limited by studies co-recruiting multiple CALD groups and reporting aggregate results. Conclusion There is sound evidence for use of a range of intervention components to address tobacco cessation and cancer screening adherence among Chinese-speaking populations, and cancer screening adherence among Vietnamese-speaking populations. Evidence is lacking regarding the effectiveness of tobacco cessation interventions with Vietnamese- and Arabic-speaking participants, and cancer screening interventions for Arabic-speaking participants. More research is required to determine whether components considered effective for use in one CALD group are applicable to other CALD populations.
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Mai Phuong, Nguyen, Hanna North, Duong Minh Tuan, and Nguyen Manh Cuong. Assessment of women’s benefits and constraints in participating in agroforestry exemplar landscapes. World Agroforestry, 2021. http://dx.doi.org/10.5716/wp21015.pdf.

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Participating in the exemplar landscapes of the Developing and Promoting Market-Based Agroforestry and Forest Rehabilitation Options for Northwest Vietnam project has had positive impacts on ethnic women, such as increasing their networks and decision-making and public speaking skills. However, the rate of female farmers accessing and using project extension material or participating in project nurseries and applying agroforestry techniques was limited. This requires understanding of the real needs and interests grounded in the socio-cultural contexts of the ethnic groups living in the Northern Mountain Region in Viet Nam, who have unique social and cultural norms and values. The case studies show that agricultural activities are highly gendered: men and women play specific roles and have different, particular constraints and interests. Women are highly constrained by gender norms, access to resources, decision-making power and a prevailing positive-feedback loop of time poverty, especially in the Hmong community. A holistic, timesaving approach to addressing women’s daily activities could reduce the effects of time poverty and increase project participation. As women were highly willing to share project information, the project’s impacts would be more successful with increased participation by women through utilizing informal channels of communication and knowledge dissemination. Extension material designed for ethnic women should have less text and more visuals. Access to information is a critical constraint that perpetuates the norm that men are decision-makers, thereby, enhancing their perceived ownership, whereas women have limited access to information and so leave final decisions to men, especially in Hmong families. Older Hmong women have a Vietnamese (Kinh) language barrier, which further prevents them from accessing the project’s material. Further research into an adaptive framework that can be applied in a variety of contexts is recommended. This framework should prioritize time-saving activities for women and include material highlighting key considerations to maintain accountability among the project’s support staff.
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Conventions for Encoding the Vietnamese Language VISCII: VIetnamese Standard Code for Information Interchange VIQR: VIetnamese Quoted-Readable Specification. RFC Editor, May 1993. http://dx.doi.org/10.17487/rfc1456.

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MRC Procedural Rules for Mekong Water Cooperation (Vietnamese). Vientiane, Lao PDR: Mekong River Commission Secretariat, October 2018. http://dx.doi.org/10.52107/mrc.ajg6hs.

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The booklet explains the MRC’s complex procedural rules for cooperation in a simple language. It introduces the five sets of procedural rules to materialise the agreement, explaining how these procedural rules have supported regional cooperation and sustainable development of the Lower Mekong River Basin (LMB).
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Procedures for Notification, Prior Consultation and Agreement (PNPCA-Vietnamese). Vientiane, Lao PDR: Mekong River Commission Secretariat, July 2017. http://dx.doi.org/10.52107/mrc.ajg7hq.

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