Dissertations / Theses on the topic 'Vietnamese language'
To see the other types of publications on this topic, follow the link: Vietnamese language.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Vietnamese language.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full text
2
Cat, Bui Van, and n/a. "Background studies for Vietnamese students of English." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060628.130310.
Full textAbstract:
Recent years have witnessed many developments in
the use of the communicative approach in language
teaching. This approach aims at developing students'
ability to communicate with native speakers of the
target language. To achieve this ability, students
are required to have not only linguistic competence
but also communicative competence. That is why the
students need not only the linguistic knowledge but
also the background knowledge of the culture in which
the language is spoken.
Language is a part of culture. Cultural differences
always cause problems for speakers of
different cultures while communicating. Therefore,
the " learning of a second culture is often a part
of the learning of a second language " (Brown, 1980:
242 ) .
Background Studies, including culture, used to
be neglected or taught improperly in the curriculum
of the Hanoi Foreign Languages College. In consequence,
Vietnamese E.F.L students at the College have a poor
background knowledge of the English speaking countries
and their people's patterned ways of life. This causes
difficulties for them when communicating with native
speakers of English, even when they are studying
at the College where culture-based textbooks and
materials are commonly used.
Therefore, Background Studies, including
culture, must be seen as a separate and indispensable
component of the curriculum of the College
which aims at providing the students with the
background knowledge of English speaking countries
and with an awareness of their people's ways of
life, their customs and habits and so on. Various
techniques for the teaching of this subject are
examined.
3
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.
Full textAbstract:
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.
4
Jannedy, Stefanie. "Prosodic focus in Vietnamese." Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2008/1947/.
Full textAbstract:
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.
5
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.
Full textAbstract:
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
Full Text
6
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.
Full text
7
Na, Pham Phu Quynh. "Error analysis in Vietnamese - English translation pedagogical implications /." View thesis, 2005. http://handle.uws.edu.au:8081/1959.7/20242.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
Nguyen, Hanh Thi Bich. "Second language reading strategies: Evidence from Vietnamese learners of English." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1440.
Full textAbstract:
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.
10
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.
Full textAbstract:
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)
11
Thompson, Claudia Michele. "A negotiated dichotomy : Vietnamese medicine and the intersection of Vietnamese acceptance of and resistance to Chinese cultural influence /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/10344.
Full text
12
Tran, Thai. "Indirectness in Vietnamese newspaper commentaries a pilot study /." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1182797918.
Full text
13
Vang, Nguyen Xuan, and n/a. "An investigation of the English language needs of Vietnamese studying overseas." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.170645.
Full textAbstract:
Vietnam has been sending a lot of people overseas for study and training
but the results obtained from overseas study and training are not
satisfactory owing to language deficiency. This has prompted the present
study which aims to investigate the language problems and language
needs of Vietnamese going overseas for study and training.
Chapter 1 presents the justification and objectives of this Study Project
Report.
Chapter 2 gives some insight into the definition of English for Specific
Purposes (ESP), its development, and the situation of English language
teaching and ESP teaching in Vietnam.
Chapter 3 discusses the nature of analysis and its role in ESP course
design, types of needs of learners of English, and the methods of collecting
information for needs analysis.
Chapter 4 examines the noticeable problems of Vietnamese learners of
English in overseas settings in terms of difficulties in language, study skills,
and cultural differences by carrying out through a survey and a case study.
Chapter 5 specifies three kinds of English that Vietnamese in general will
needs for study and training in overseas settings: English for survival
needs, English for social needs, and English for descipline-specific needs.
Finally, some conclusions and recommendations are presented in the last
chapter.
14
Vo, Thi Lien Huong. "The Ethnopragmatics of Vietnamese: An Investigation into the Cultural Logic of Interactions Focussing on the Speech Act Complex of Disagreement." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/365653.
Full textAbstract:
This study investigates the cultural logic underpinning interactions in Vietnamese language and culture, adopting the ethnopragmatic research paradigm originating within the Natural Semantic Metalanguage (NSM) framework. The study draws on a variety of data sources, including two sets of original survey data and Vietnamese folk sayings and proverbs. First, the study seeks to elaborate the semantic and pragmatic content of key words for Vietnamese cultural conceptualisation in the forms of semantic explications and cultural scripts, using metapragmatic survey data. In this exploration, two overarching cultural schemas, namely quan hệ (‘relationship’) and thứ bậc (‘hierarchy’), are identified and several intertwined social categories, normative values and communicative virtues, underpinning the cultural logic of interaction explained. The study then seeks to discover how this cultural logic illuminates Vietnamese ideas about the management of ‘disagreement’ in interaction, under various scenarios and with various interlocutor types (e.g., older vs. younger, family members vs. outsiders), using data from an original discourse production questionnaire. Vietnamese folk sayings and proverbs and high-level cultural values are utilised for triangulation purposes.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Humanities, Languages and Social Science
Arts, Education and Law
Full Text
15
Hole, Daniel. "EVEN, ALSO and ONLY in Vietnamese." Universität Potsdam, 2008. http://opus.kobv.de/ubp/volltexte/2008/2217/.
Full textAbstract:
The article analyzes the system of focus-sensitive particles and, to a lesser extent, clefts in Vietnamese. EVEN/ALSO/ONLY foci are discussed across syntactic categories, and Vietnamese is found to organize its system of focus-sensitive particles along three dimensions of classification: (i) EVEN vs. ALSO vs. ONLY; (ii) particles c-commanding foci vs. particles c-commanding backgrounds; (iii) adverbial focus-sensitive particles vs. particles c-commanding argument foci only. Towards the end of the paper, free-choice constructions and additional sentence-final particles conveying ONLY and ALSO semantics are briefly discussed. The peculiar Vietnamese system reflects core properties of the analogous empirical domain in Chinese, a known source of borrowings into Vietnamese over the millennia.
16
Wang, Lianqing. "The Vietnamese Sound System and its Typological Relation to Chinese." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392056729.
Full text
17
Loc, Ton That Tung, and n/a. "Assessing the spoken English of Vietnamese EFL teacher-trainees." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060818.142405.
Full textAbstract:
This study examines the problems of constructing and
administering a test of spoken English for Vietnamese EFL teacher-trainees. In
an attempt to standardize the assessment, a planned oral interview was pilottested
with a group of ten Vietnamese EFL teachers currently enrolled in a
Graduate Diploma Course in TESOL at the Canberra College of Advanced
Education, Australia. Results of the study indicate that the validity and reliability
of such measurement can be achieved if certain carefully outlined procedures in
planning the test and training the testers are carefully followed.
Given the close relationship between testing and teaching, it is
suggested in this study that there could be an improvement in the teaching of
spoken English to Vietnamese EFL teacher-trainees if (i) the amount of time
allocated to testing oral proficiency in the curriculum was increased, (ii)
Vietnamese EFL teachers were provided with formal training in language test
construction, and (iii) research on EFL oral testing was encouraged. Further,
this study recommends co-operation between TEFL institutions in Vietnam to
develop standard instruments for the assessment of spoken English of EFL
teacher-trainees on a national level.
18
Pham, Thi Hong Van. "Framing and fund-raising emotional language and money raised in a Vietnamese newspaper column /." Morgantown, W. Va. : [West Virginia University Libraries], 2010. http://hdl.handle.net/10450/11153.
Full textAbstract:
Thesis (M.S.)--West Virginia University, 2010.Title from document title page. Document formatted into pages; contains v, 53 p. : col. ill. Includes abstract. Includes bibliographical references (p. 39-45).
19
Kotze, Henno. "The relationship between the language learning strategy use and language proficiency of Vietnamese-speaking learners of English as a foreign language." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71839.
Full textAbstract:
Thesis (MA)--Stellenbosch University, 2012.ENGLISH ABSTRACT: Research into the variables which affect second language (L2) learning has shown varying results. The relationship between one of these factors, language learning strategies (LLSs), and language proficiency has been studied extensively in the English as a second language (ESL) setting, often with inconclusive results. Other variables which have been shown to influence the type and frequency of LLS use include gender and length of exposure to the L2. There has however been a dearth of studies focusing on the relationship between LLSs and these variables, including language proficiency, in the English as a foreign language (EFL) context, and especially in East-Asian and South-East Asian tertiary settings. Against this backdrop, this study sets out to investigate the relationship between the LLSs and language proficiency of Vietnamese-speaking EFL learners in Vietnam in an attempt to add to the body of literature in this field. This study begins by discussing various prominent classification systems of LLSs and provides a definition which will be used in this investigation. This is followed by a discussion of the existing LLS literature, focusing on the variables to be tested, and LLS research in the Asian setting. To test whether there is a significant relationship between the participants’ LLS use and their language proficiency, and also whether gender and length and type of exposure to the L2 influenced their LLS use, data was collected quantitatively. Firstly, data was gathered on the students’ type and frequency of LLS use by means of a commonly implemented self-report questionnaire, the Strategy Inventory for Language Learning (SILL) and on their language proficiency by means of their course assessment results. A background questionnaire was used to collect information on the other variables to be tested. The participants were found to be medium to high frequency LLS users overall, with their reported use of certain LLS categories contradicting the general stereotype that Asian students are passive and rote learners. No significant correlations were found between frequency of LLS use and language proficiency. Furthermore, no significant difference was found between the reported frequency and type of LLS use of female and male participants, nor any correlation between additional exposure to English outside of high school and LLS use. These results are then discussed in the socio-cultural context of Vietnamese-speaking learners in a tertiary EFL setting, followed by conclusions drawn from these results, and suggestions for future research.
AFRIKAANSE OPSOMMING: Navorsing rakende die faktore wat die verwerwing van ’n tweede taal (T2) beïnvloed, het verskillende resultate opgelewer oor die afgelope paar dekades. Die verhouding tussen een van hierdie faktore, naamlik taalleerstrategieë (TLSe), en taalvaardigheid is reeds uitvoerig ondersoek in die konteks van Engels as tweedetaal (ET2), dikwels met onbesliste resultate. Ander faktore wat volgens navorsing ook ’n invloed blyk te hê op die tipe en gereeldheid van TLS-gebruik, sluit in geslag, sowel as lengte van blootstelling aan die T2. Daar is egter ’n tekort aan studies wat fokus op die verhouding tussen TLSe en hierdie veranderlikes, insluitend taalvaardigheid, in die konteks van Engels as vreemdetaal (EVT), spesifiek in Oos-Asiese en Suid-Oos-Asiese tersiêre instansies. Teen hierdie agtergrond het hierdie studie ten doel om die verhouding tussen die TLS-gebruik en taalvaardigheid van Viëtnameessprekende EVT-leerders in Viëtnam te ondersoek, ten einde by te dra tot die literatuur in hierdie veld. Hierdie studie begin met ‘n bespreking van verskeie prominente TLS-klassifikasiesisteme en die uiteensetting van die definisie van “TLS” wat in hierdie ondersoek gebruik sal word. Daarna volg ’n bespreking van die bestaande TLS-literatuur. Ten einde te toets of daar ’n beduidende verhouding is tussen die deelnemers se TLS-gebruik en hulle taalvaardigheid, en ook of geslag en die lengte en tipe blootstelling aan die T2 die deelnemers se TLS-gebruik beïnvloed, is kwantitatiewe data ingesamel. Data rakende die tipe en gereeldheid van die deelnemers se TLS-gebruik is deur middel van ’n wyd geïmplementeerde self-rapporteringsvraelys, naamlik die sogenaamde “Strategy Inventory for Language Learning” (SILL), ingesamel. Die deelnemers se kursusassesseringsresultate is geïnterpreteer as ‘n aanduiding van hulle taalvaardigheid. Die gerapporteerde gebruik van sekere TLS-kategorieë weerspreek die algemene stereotipe dat Asiese studente passiewe leerders is wat staatmaak op blote memorisering. Geen beduidende korrelasies is gevind tussen taalvaardigheid en die gereeldheid waarmee TLSe gebruik word nie. Verder is geen beduidende verskille gevind tussen die gerapporteerde gereeldheid of tipe TLS-gebruik van manlike teenoor vroulike deelnemers nie. Daar is ook geen beduidende korrelasie gevind tussen TLS-gebruik en addisionele blootstelling aan Engels wat deelnemers gedurende hulle hoërskooljare buite skoolverband ontvang het nie. Hierdie resultate word geïnterpreteer en bespreek met inagname van die sosiokulturele konteks van Viëtnamees-sprekende leerders in ’n tersiêre EVT-omgewing. Daarna word gevolgtrekkings gemaak op grond van die resultate, en voorstelle vir verdere navorsing gebied.
20
Tran, Thanh-Binh Thi. "Reading storybooks in Vietnamese families as a language intervention: an activity analysis." Thesis, University of Auckland, 2009. http://hdl.handle.net/2292/5445.
Full textAbstract:
Leont'ev understood activity as a mutually influenced process between the subject and the objective world. This process makes changes in both the subject and the objective world. He described activity as a system with its own structure which is created by its basic components and interrelationships among these components and the environment in which the activity exists (Leont'ev, 1978, 1981). In this research, an adapted model of Leont'ev's activity psychology, incorporating Gal'perin's stage model of formation of mental action and concepts (Gal'perin, 1992), and other developmental concepts (Bronfenbronner, 1979; Bruner, 1977; McNaughton, 1995; Rogoff, 1990, 2003; Vygotsky, 1978), was employed for design, implementation and evaluation of a family storybook reading activity intervention. This new approach of joint activity to early language intervention is the original contribution of the present research. This research aimed to describe and demonstrate effects of the intervention on individual children's vocabulary and comprehension development, before school and over the transition to school. A semi longitudinal set of case studies combined with a single-subject experimental design was chosen. Less well educated Vietnamese parents were provided with support, in order to develop their children's language, through storybook reading. Six families in Vietnam received storybooks, a workshop with shared reading techniques, a DVD of family shared reading samples, and home coaching sessions. The data from the Baseline, Intervention and Maintenance phases showed that the parents made changes in their understanding of: Family shared reading benefits, how to select high-quality storybooks and how to set reading goals suitable to their own child's ability and interest. They also improved their shared reading techniques. Through the joint reading activity, the children's vocabulary increased significantly, especially in using expressive words. Changes in narrative comprehension were recorded. This progress was sustained over a period of 22 weeks after the intervention. The findings provide evidence of the completeness and generativeness of the theoretical framework for family literacy education. The model acted as a tool to guide a family literacy intervention. The research population was small and further studies in different literacy learning and teaching contexts are needed to enhance its practical implications.
21
Bui, Thi Huong Giang. "Using collaboration and technology to enhance Vietnamese students' English language writing skills." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/88477/1/Thi%20Huong%20Giang_Bui_Thesis.pdf.
Full textAbstract:
This action research study investigated face-to-face and wiki technology collaboration to enhance students' English writing skills in a second language (L2) class in Vietnam. The thesis is underpinned by socio-cultural theory and argues that collaborative learning using wikis led to an enhancement in L2 writing skills. The findings show that collaborating via wikis challenged traditional L2 writing pedagogy in the following ways: increased student autonomy; understanding formative feedback; and awareness of process writing, genre and audiences. This study contributes practical knowledge about affordances and constraints of collaborative writing using wikis in Vietnam and other countries where traditional pedagogies are prevalent.
22
Phan, Thi Thanh Thao. "Towards a potential model to enhance language learner autonomy in the Vietnamese higher education context." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/82470/1/Thi%20Thanh%20Thao_Phan_Thesis.pdf.
Full textAbstract:
This constructivist theory-led case study explored how the term language learner autonomy (LLA) is interpreted and the appropriate pedagogy to foster LLA in the Vietnamese higher education context. Evidence through the exploration of the government policies and the cases of three EFL classes confirms the interpretation that learner autonomy and language acquisition are mutually supported. The study has proposed project work as a potential model while demonstrating the role of the teacher and the use of target language as mediators to enhance LLA in the local context. Findings of the study contribute a theoretical and pedagogical justification for encouraging LLA in Vietnam and other similar contexts.
23
Tran, Thai T. "Indirectness in Vietnamese Newspaper Commentaries: A Pilot Study." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1182797918.
Full text
24
Qin, Chuan. "The perception and production of English vowel contrasts by Vietnamese speakers." HKBU Institutional Repository, 2010. http://repository.hkbu.edu.hk/etd_ra/1207.
Full text
25
Dung, Le Thanh, and n/a. "An analysis of suprasegmental errors in the interlanguage of North Vietnamese students of English." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060706.115954.
Full textAbstract:
Stress and intonation play important roles in the production and
perception of the English language. They are always very difficult for
second language learners to acquire. Yet, a review of literature
reveals that these important suprasegmental features have not
received due attention from second language researchers or
teachers. In Vietnam in particular, there is no research to date which
studies the stress and intonation errors in the performance of
Vietnamese learners of English.
This study uses the procedures of Error Analysis to investigate
the problem. Chapter one and two give a review of relevant literature
and a description of the methodology of the study. In chapter three,
the students' stress and intonation errors are described and classified,
and the possible sources of those errors are discussed. Finally,
chapter four shows implications and makes suggestions for the
improvement of teaching and learning English stress and intonation.
26
Hoang, Cong Thuy, and n/a. "Teaching reading to E.F.L. (English as a foreign language) Vietnamese students at the Hanoi Foreign Language Teachers College (HNFLTC)." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.144404.
Full textAbstract:
Chapter 1 introduces the aims and objectives of the study.
It is followed by an analysis of the present situation at the Hanoi
Foreign Language Teachers College and the problems encountered by
teachers and administrators in ensuring the maximum efficiency of
the EFL programme.
The Report continues by asking a number of pertinent
questions about the methodology and techniques used in the teaching
of reading. This, in turn, is linked with theoretical considerations
which the writer examines at some length taking into account numerous
issues about language processing, cognition, expectation and
motivation, comprehending, discourse analysis, text cohesion and
so on.
Attention is then focused on the reader and the environment
in which he operates. In addition the reading lesson comes under
scrutiny and procedures, as well as material selection and teaching
systems are discussed. Finally the writer attempts to make suggestions
to his colleagues in the EFL field based on his own experience and
convictions.
27
Tam, Nguyen Thi Bao, and n/a. "Comprehension difficulties for Vietnamese EFL students in reading English newspapers : an investigation into styles of reporting international news in English and in Vietnamese, reading problems and implications for teaching news reading to Vietnamese EFL students." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.120527.
Full textAbstract:
Foreign language teaching in recent years is very much concerned
with the concepts of authenticity and relevance to students' needs
and interests. Using newspapers in foreign language classes is one
way of working towards the development of an authentic
environment and promoting the language learning process.
For EFL students in the Institute of International Relations (IIR)
newspapers are not simply an important source of learning
material, but an important source of information.
Vietnamese EFL students who learn to read English newspapers,
however, constantly encounter difficulties in comprehension.
This study report attempts to identify the common areas of
comprehension difficulty for Vietnamese learners, when confronted
with newspapers.
To achieve this aim, the study first reviews schema theory in order
to establish the factors which affect the reading process. It also
examines studies on news reporting style in English.
Attempts have also been made in the contrastive study of the
differences in reporting styles of international news in English and
Vietnamese to investigate what might cause difficulties for
Vietnamese readers.
Accordingly, the study considers implications for teaching
newspaper reading to Vietnamese EFL students at intermediate
level, who have not practised this before.
Finally, the study also suggests further areas of research in using
newspapers in a foreign language class.
28
Tran, Hien Thi. "Moving towards communication-oriented language teaching at the primary English level: A Vietnamese perspective." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2573.
Full textAbstract:
Vietnam has been attempting to build its English learners’ communicative abilities to improve the country’s competitiveness in the global market. As a result, English language Teaching (ELT) reforms have been introduced in the educational system. Part of the reforms involves the implementation of mandatory primary English education following the Communicative Language Teaching approach (CLT) despite a difficult history of CLT implementation in English as a Foreign Language (EFL) contexts. Primary English teachers have been a critical challenge for the success of a communicative curriculum in Vietnam. Teachers’ CLT understanding and pedagogies from a socio-cultural perspective have been underresearched, especially those in the Vietnamese Mekong Delta region. In addressing this gap, this qualitative research, grounded in the Constructivist approach, aimed to explore how primary English teachers in the Vietnamese Mekong Delta understood and implemented CLT in their classrooms from a socio-cultural perspective. The research project targeted all public school primary English teachers in Phase 1 in one school district in the region through the use of an online questionnaire. Twenty-eight teachers participated in this phase, from whom eight were then purposively selected to voluntarily participate further in Phase 2. The purposive sampling was aimed to select a good representation of primary English teachers in the district regarding their genders, qualifications, training, and teaching experiences. Data collection for Phase 2 involved pre-observation interviews with individual teachers, in-class observations, and post-observations interviews with the use of stimulated video recall sessions. The major findings showed that there were misconceptions and/or contradictions in teachers’ activity systems. Teachers did not understand CLT theory and practice, or their understanding was incomplete. Although they claimed they taught in the direction of CLT, their actual pedagogies featured traditional approaches with a focus on teaching language forms and vocabulary and with excessive use of techniques from the Audiolingual Method, the PPP model, and the Grammar-Translation Method. The findings also revealed that teachers’ practices were driven by contextual factors such as Vietnamese educational traditions, needs from their ecological school communities, and their lack of sufficient and proper training of CLT pedagogies. Finally, teachers perceived both challenges and opportunities in moving towards communicationoriented language teaching. Proper and sufficient assistance needed to be provided to empower primary English teachers to fulfill the government’s goals in building students’ communicative abilities. Some of the assistance consisted of, but not limited to, ELT policy significant changes or adjustments, teachers’ professional development, improving teaching and learning conditions, and especially teachers’ agentic power to act towards desired goals. The research implies that a top-down ELT policy without involving and informing by all stakeholders will not work successfully and effectively. Another implication is that those who have direct influence on teachers, e.g., local educational officials and school leaders, will be able to shape their practices. Finally, the research implies that a pure version of Westernbased CLT cannot work well in the socio-cultural context of Vietnam without significant changes in the culturally embedded educational traditions.
29
Thom, Nguyen Thi, and n/a. "Error analysis and English language teaching in Vietnam." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.131913.
Full textAbstract:
This field study report covers four major areas :
1. Error analysis in language teaching and learning and
its procedures
2. The relevance of error analysis to the teaching of
English as a foreign language in the Vietnamese situation
3. Analysis of errors made by Vietnamese speakers
4. The use of error analysis in teaching English to
Vietnamese speakers.
Error analysis can be a useful adjunct to second language
teaching, since it serves two related but distinct functions : the
one, practical and applied in everyday teaching, and the other,
theoretical, leading to a better understanding of the second
language learning acquisition process.
This study emphasizes the practical uses of error analysis in
teaching and correction techniques, materials development and
syllabus design. It is hoped that error analysis will make some
contribution to the teaching of English as a foreign language to
Vietnamese speakers, whose language is quite different from English
and whose culture is far from being similar to that of English
native speakers.
This study is aimed at helping Vietnamese teachers of English
to change their attitude to students' errors and see them in a more
positive way, rather than as signs of failure on the students' part.
It is suggested that a teacher of English must be able to
recognize errors when they occur, to form some idea of the kind of
error made and also why they occur. Finally, he must then be able
to draw, from the analysis thus made, some conclusions as to what
and how he should teach.
30
Bon, Nguyen Van. "An investigation to improve the effectiveness of Vietnamese language learning in New South Wales primary schools /." View thesis View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030502.140525/index.html.
Full textAbstract:
Thesis (Ph.D.) -- University of Western Sydney, 2002."A thesis presented to the University of Western Sydney in fulfilment of the rerquirements for the degree of Doctor of Philosophy" Bibliography : leaves 189-207.
31
Nguyen, Minh Thi Thuy. "Criticizing and responding to criticism in a foreign language: A study of Vietnamese learners of English." Thesis, University of Auckland, 2005. http://wwwlib.umi.com/dissertations/fullcit/3189280.
Full textAbstract:
Interlanguage pragmatics research has contributed a great deal to our understanding of L2 pragmatic use but less to our understanding of L2 pragmatic development, although developmental issues are also its primary research goal. Additionally, previous studies have been confined to a rather small set of speech acts, under-researching such face-damaging acts as criticizing and responding to criticism even though these may be more challenging for L2 learners. The present study examines pragmatic development in the use of criticizing and responding to criticism by a group of Vietnamese EFL learners with a view to shedding light on the pragmatic properties of these speech acts. IL data were collected from 12 high beginners, 12 intermediate learners, and 12 advanced learners, via a written questionnaire and role play, and analyzed with reference to L1 and L2 baseline data collected from 12 Vietnamese and 12 Australian NSs via the same methods. Metapragmatic data were collected via retrospective interview. Four main findings are discussed. Firstly, the learners criticized and responded to criticism very differently from the NSs. This difference might have adversely affected how the learners negotiated their intentions expressed via speech act realizations. Secondly, there was little evidence of any proficiency effect on the learners' use of these two speech acts. This was probably because pragmatic development was limited by the EFL context, as the learners had had insufficient exposure to the target norms. Thirdly, there was evidence of pragmatic transfer in the learners' production. This transfer was affected by the learners' perception of L1-L2 proximity and assumption of L2 reasonableness. Finally, the retrospective interviews with learners suggested four main sources of influence on their pragmatic decision-making: insufficient L2 pragmatic knowledge, transfer of communication and learning, processing difficulty, and learning experience. The present study lends support to a number of SLA theories, including Bialystoks' processing model and Meisel et al.'s complexification hypothesis. It found that the major challenge for learners in L2 pragmatic acquisition is to gain control over processing. It also found an acquisitional order of modality markers which was dependent upon their structural complexity and the processing demands involved in producing them.Subscription resource available via Digital Dissertations only.
32
Ngoc, Hung Nguyen, and n/a. "Proposed EAP and ESP syllabuses for Vietnamese students going to study overseas." University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060731.132843.
Full textAbstract:
The increasing number of economic and cultural aid programmes for
Vietnam to reconstruct its war-torn economy in recent years from the
United Nations Development Programme and other international and
governmental organizations has created a great demand for English language teaching and learning in Vietnam. The language problems
that face Vietnamese scientists and technicians working in these aid
programmes have been a major concern of many educational
institutions in Vietnam and a reason for the author of this Study
Report to take up this study.
Chapter one of this study covers major stages of development of the
teaching of English for Specific Purposes (ESP) and various factors
that influence the teaching of ESP.
Chapter two discusses some current issues in the teaching of ESP in
Vietnam with special reference to course organization, syllabus and
material design at the Hanoi Foreign Language College. It also
points out some misunderstanding and misconception in the teaching
of English to Vietnamese scientists and technicians.
Chapter three looks at major language problems that Vietnamese
students meet when they go to study at different colleges or
universities in English speaking countries. A close investigation
will be carried out over a number of Vietnamese veterinary doctors
studying at the university of Queensland in Australia.
Chapter four is concerned with the selection of suitable syllabus
models for ESP/EAP courses at HFLC and also attempts to work out
appropriate syllabuses for EAP courses for Vietnamese students going
to study overseas.
The final chapter suggests some further considerations for
organizing ESP/EAP courses at HFLC especially for material
production, ESP teacher training and ESP testing.
It is hoped that this Study Report will give language teachers in
the ESP Department at the Hanoi Foreign Languages College a clearer
picture of what ESP is all about and provide some guidelines for
successful organization of teaching ESP and EAP to Vietnamese
students.
33
Do, Tom Hong. "Negotiated Identities of Second-Generation Vietnamese Heritage Speakers: Implications for the Multilingual Composition Classroom." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/581279.
Full textAbstract:
Grounded in interdisciplinary scholarship to include rhetoric and composition, applied linguistics, and heritage languages, my dissertation, Negotiated Identities of Second-Generation Vietnamese Heritage Speakers: Implications for the Multilingual Composition Classroom, is a qualitative study that explores how Vietnamese heritage speakers negotiate multiple identities in different social contexts. I define heritage speakers as asymmetrical bilinguals who were raised in a non-English speaking household but whose dominant language is now English. While findings from this study reveal that heritage speakers struggle to claim a linguistic identity because of discrimination from members of different Vietnamese communities, they nonetheless—through reflexive and interactive positioning—resist these communities' discriminatory practices by constructing and negotiating multiple identities that enable them to reimagine themselves as legitimate members of an imagined Vietnamese community. By focusing on speakers' negotiated identities, this dissertation departs from the traditional emphasis in heritage language and composition studies that equate language proficiency with cultural identity. Instead, it calls for a more nuanced understanding of identity formation that not only engages speakers' multiple spheres of belonging but also informs current pedagogical practices that seek to incorporate speakers' heritage languages as linguistic resources in the composition classroom.
34
Hoang, Tinh. "A Study of Pragmatic Change in the Vietnamese of Second Generation Speakers in Queensland, Australia." Thesis, Griffith University, 2013. http://hdl.handle.net/10072/366501.
Full textAbstract:
Language contact, bilingualism and contact-induced language change have created controversial issues among linguists as more and more people of different languages and cultures around the world come into contact. There have been studies of the phenomena of language change including code switching, code mixing, interference, transference, and convergence in different language dyads (Clyne, 2003), especially in multi-lingual societies like Australia, the United States of America and Canada. However, there is insufficient research into the Vietnamese language used in Australia and its changes in comparison with Vietnamese used in Vietnam. This empirical study, therefore, investigates the patterns of pragmatic transference in spoken Vietnamese used by the second generation speakers in Australia who are English-Vietnamese bilinguals. The basic hypothesis of this thesis is that the formulae of pragmatic speech acts in spoken Vietnamese used by the second generation and their lack of knowledge or incorrect usage of Vietnamese idioms and proverbsshow a shift from indirectness to directness in the pragmatic performance of the language. Specifically, the study focuses on the speech act of refusal and the usage of Vietnamese idioms and proverbs. The study documents such pragmatic transference and explores the causes of these changes. The findings will help to fill the gap in the study of language change in linguistics as a whole, and particularly the study of the Vietnamese of the English-Vietnamese bilinguals, and the English-Vietnamese dyad in terms of linguistic and pragmatic elements.The findings have implications for language maintenance among the Vietnamese diaspora community in Australia, for the study of language change in heritage languages, and for understanding trends in the multicultural and multilingual society of Australia.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Languages and Linguistics
Arts, Education and Law
Full Text
35
Lap, Trinh Quoc. "Stimulating learner autonomy in English language education a curriculum innovation study in a Vietnamese context /." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2005. http://dare.uva.nl/document/79528.
Full text
36
Vu, Thao Thi. "Teaching Vietnamese as a second language to Indigenous preschool children in Lai Chau Province, Vietnam." Thesis, Vu, Thao Thi (2020) Teaching Vietnamese as a second language to Indigenous preschool children in Lai Chau Province, Vietnam. PhD thesis, Murdoch University, 2020. https://researchrepository.murdoch.edu.au/id/eprint/56157/.
Full textAbstract:
The long-term aim of this study is to gain a better understanding of the factors that influence the capacity of preschool teachers in teaching Vietnamese as second language (L2) to Indigenous children in Lai Chau province in Vietnam. The aim of the research is firstly to record and analyse preschool teachers’ beliefs about teaching L2, and secondly to analyse existing pedagogical practice in preschool classrooms where Vietnamese is taught to Indigenous children in Lai Chau. To achieve this, explanatory sequential mixed methods are employed to develop an in-depth understanding of the practice of teaching an L2 to Indigenous preschool children. The methods include surveys (n=286), interviews (n=6), and observations (n=6) of teaching Vietnamese language in preschools in Lai Chau Province. The findings from the study highlight the profound influence of cultural knowledge, teacher background and teacher experience. These three factors may cause both convergence and divergence between teachers’ beliefs and their practice. The study confirms that culture has a great influence on teachers’ beliefs and their teaching of Indigenous children. The cultural mismatch between teachers and students and their families leads teachers to blame the difficulties in teaching an L2 on children and their parents without considering their own teaching limitations. Based on the findings about teachers’ beliefs and their practice in the class, this research attests that espoused theories and practice do not always align. There is not a strict correlation between espoused theories and practice. The evidence demonstrated that in some cases, whilst teachers demonstrated good intuition, they were not sufficiently skilled in teaching an L2 to young children. Almost none of them had received formal training in pre-service education, although some had attended in-service training in L2 teaching.
37
Nguyen, Nga Thanh. "Learner autonomy in language learning : teachers' beliefs." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/69937/1/THANH%20NGA_NGUYEN_Thesis.pdf.
Full textAbstract:
This case study research investigated the extent to which Vietnamese teachers understood the concept of learner autonomy and how their beliefs about this concept were applied in their teaching practices. Data were collected through two phases of the study and revealed that teachers generally lacked understanding about learner autonomy; there was an alignment between this lack of understanding and teachers' actual teaching practices regarding learner autonomy. The findings of this study will provide teachers and policy-makers new insights into learner autonomy against the backdrop of educational reforms in Vietnam.
38
Edmunds, Trevor. "Investigating perceptions of student engagement in class practices of Vietnamese learners of academic English." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/98111.
Full textAbstract:
Thesis (MA)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Over the last 25 years socially-based SLA research has increasingly focused on contextual factors that constitute the local learning environments of learners of English as a second language in attempting to better comprehend the socially embedded nature of learning outcomes. These scholars have largely postulated language learning not only as the acquisition of linguistic knowledge in the abstract but rather as fundamentally constituted by participation in social praxis as situated within local sociocultural and institutional contexts. The emergence of „the social‟ in SLA research is especially significant to academic contexts in which learners belonging to diverse cultural and literacy traditions typically struggle to identify with target literacy practices of their academic communities. Drawing on a sociocultural approach and the community of practice construct, this thesis takes a qualitative approach. Through the analysis of teacher and student focus group data, this thesis sets out to illustrate learner and teacher articulations surrounding what constitutes learner engagement in an academic English program at an international university in Vietnam. The data collected in this study suggests that the focal learners perceived higher levels of learner engagement in learning contexts in which collaborative, dialogic activity was extensively integrated in the acquisition of target academic literacy practices. While the focal teacher articulations surrounding student engagement also took into account the importance of such collaborative class activity, the teachers did not attribute the same level of importance to it that the focal students did. This study concludes that teachers should extensively use activity frameworks within class that encourage group work in the learning of target academic literacy practices, especially academic reading and writing practices. Even where target practices will ultimately be elaborated and assessed on an individual basis, this study illustrates that collaborative dialogic frameworks seemed to provide students with opportunities to pool linguistic, content, and skills-related resources, thus allowing students to overcome learning difficulties associated with academic literacy practices. Ultimately, such activity frameworks appeared to mediate higher levels of student engagement within class activities, which students linked to more effective and enjoyable learning of academic English.
AFRIKAANSE OPSOMMING: Geen opsomming beskikbaar
39
Nguyen, Ha Thi Thanh. "MACRO AND MICRO SKILLS IN SECOND LANGUAGE ACADEMIC WRITING: A STUDY OF VIETNAMESE LEARNERS OF ENGLISH." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/2008.
Full textAbstract:
The ability to write in a second language is one of the major skills required in academic settings. However, research about the effectiveness of academic programs on second language writing in long term perspective is rather scarce and the findings are mixed (e.g. Archibald, 2001; Elder & O’Loughlin, 2003; Hu, 2007; Knoch et al., 2014, 2015; Storch 2007). The present study aimed to contribute further empirical evidence about the effectiveness of academic training on the development of the writing skills of Vietnamese second language learners enrolled in an undergraduate English program. The investigation was designed in view of the L2 writing standards set by the Common European Framework of Reference (CEFR) and in reference to the specificities of the Vietnamese English language educational system. The sample involved a total of 90 participants, 30 from each of the following CEFR English language proficiency levels: B1, B2, and C1. The instrument was modeled after the IELTS Academic Module Writing Task 2 which requires test-takers to write a minimum of 250-word essay on a given prompt. The participants’ essays were scored by two independent raters following the IELTS Writing Task 2 Band Descriptors. The data was analyzed through 5 one-way ANOVAs, which aimed to compare the three levels of proficiency, B1, B2, and C1, on their overall writing scores, and on each of the two macro (Task Response and Cohesion and Coherence) and micro sills (Lexical Resources and Grammatical Range and Accuracy) The results revealed two main trends. First, it was found that the writing skills of Vietnamese L2 learners of English have shown a significant improvement in the course of their study, across proficiency levels. Second, the development was of a bigger magnitude between levels B1 and B2 and on a smaller scale between levels B2 and C1. The latter trend appears more meaningful when juxtaposed with the expected IELTS writing band score ranges for each of the three CEFR levels investigated in the present study. Specifically, the obtained scores matched the CEFR standards at level B2, but were above the expected minimum score for level B1 and below the minimum expected score for level C1. These findings carry valuable implications for the specific Vietnamese educational context, highlighting both the strengths and lacks of the English language writing curriculum. They pinpoint issues related to the placement of students in CEFR levels without specific empirical data as well as raise questions about the time, effort, and teaching practices necessary to secure learners’ progress from lower to higher proficiency, particularly after level B1. Another contribution of the study is that it examined developments in L2 academic writing both on the macro and micro level, and has, thus, offered a more comprehensive picture of the different components of the writing skill and their development through a course of study. In contrast, existing research has either looked at the writing skill in a holistic way or focused on one or some of its elements, but has rarely approached writing as a balanced composite of macro and micro skills.
40
Bang, Nguyen, and n/a. "Noun and prepositional phrases in English and Vietnamese : a contrastive analysis." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060606.154323.
Full textAbstract:
This study aims to discuss the noun and prepositional
phrases in English and in Vietnamese and their impact
upon teaching and learning English in the Vietnamese
situation. Attempts have been made to state the similarities
and differences in noun and prepositional phrases in the
two languages and raise and solve some difficulties and
problems arising particularly from differences between
English and Vietnamese.
In this study, Contrastive Linguistics is concerned
with the comparison of the two languages with a view to
determining the differences and similarities between
them. With this practical aim the study tries to provide
a model for comparison and determine how and which of the
phrases are comparable.
It is hoped to provide as much information as is
possible in a limited study of this kind on English noun
and prepositional phrases, then on Vietnamese noun phrases.
The study draws attention to differences with examples.
It analyses the heads of noun phrases in the two languages
as well as the pre and postmodifications and their
positions. It also analyses the uses of the prepositional
phrases in the two languages. At the same time, it points
out the kinds of errors made by Vietnamese learners in the
above-mentioned areas and their causes.
Finally, some suggestions are made for those who
may be responsible for teaching English as a Foreign
Language to younger pupils as well as adults, or to
students at universities or colleges
41
Le, Tien Tung. "English proficiency of Vietnamese business graduates: Requirements of government, private universities, and foreign employers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2308.
Full textAbstract:
English is the global language of business, trade, tourism, technology, science and politics. It is also the official language in many foreign companies (Kam, 2002) and proficiency in English is therefore an advantage for acquiring employment in foreign companies where the working environment is multilingual, professional and highly competitive.
As a dynamic developing country in Southeast Asia, Vietnam has attracted substantial foreign investment since the introduction of Doi Moi or the Renovation policy in 1986. Over the last three decades, a number of foreign companies have established themselves in the country, creating numerous employment opportunities for young Vietnamese people, especially university graduates. These foreign companies originate from a range of countries and English has become the common language for employees who are required to have good communication skills within these workplaces (Roshid & Chowdhury, 2013). While previous studies have investigated employers’ perceptions of graduates’ English proficiency in the fields of manufacturing and engineering in Malaysia and India as well as the employment competencies that business graduates require in Vietnam, little research has investigated the influence of English proficiency on the employability of business graduates from private universities in Vietnam. The aim of this study, therefore, was to explore the influence of English proficiency on the employability of business graduates from private universities in Vietnam who seek employment in foreign companies. To best understand the nature of this phenomenon, qualitative methods were employed to collect data via interviews, focus group discussions and document analysis. Participants included policy makers, private university business undergraduates, business graduates who had sought employment in foreign companies, as well as managers and human resources staff in these companies.
This study found that English proficiency strongly influences the success of business students who graduate from private universities in Vietnam and seek employment in foreign companies. Inconsistent internal triadic relationships between the university course materials, pedagogy and assessment procedures was also found to be an important influence on student success. Finally, the research highlights the external misalignment between student outcomes of English courses at private universities and the requirements of the foreign employers are. Based on the main findings, a number of recommendations have been suggested in relation to policies, universities, language teachers, and future research.
The findings from this study will contribute to understanding the role of English proficiency and its influence on the employability of business graduates from private universities in Vietnam. This information could be used to assist lecturers and other university stakeholders to assess whether English programs in private universities meet the needs of foreign employers and amend them where necessary. Understanding the level of English proficiency required by foreign employers and the methods used to assess graduates’ English proficiency will support private universities and their undergraduate business students to better prepare for future employability in foreign companies. This knowledge will also be valuable for all universities in Vietnam and other Asian countries with a similar culture and English education characteristics. In addition, the findings may inform policies on teaching and learning foreign languages in the Vietnamese national education system.
42
Pham, Quy Kim. "Experimental impact of a Vietnamese/English transitional bilingual education program (K-2) on native and second language proficiency." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184729.
Full textAbstract:
This study investigated differences in Vietnamese (native) and English (second) oral language proficiency across sex, age, socioeconomic status (SES), and grade levels for Vietnamese students as a result of their exposure to a 3-year (K-2) transitional bilingual education program. It also attempted to determine whether there was a difference in English language proficiency across Vietnamese language proficiency as well as whether there was a relationship between English language proficiency and Vietnamese language proficiency. One hundred twenty six subjects were selected based on the fact that they had participated in the said bilingual education program and that the scores they had obtained on the Language Assessment Scales (LAS) which measured their proficiency in English and Vietnamese were available for both kindergarten and second grade. These children's school records were examined in view of noting their LAS scores, sexes, birthdates, and SES. Statistical treatments used were analysis of covariance and Spearman's rho correlation. Tukey post-hoc tests were calculated where appropriate. The results indicated that: (1) for Vietnamese language proficiency, girls scored higher than boys, middle- and high-SES students scored higher than low-SES students, but no significant difference was found between the scores of older students and the scores of their younger counterparts; (2) for English language proficiency, females scored higher than males, older students scored higher than younger students, and scores increased linearly with SES increment; (3) there was a significant difference in English language proficiency across Vietnamese language proficiency; (4) there was a significant positive relationship between English language proficiency and Vietnamese language proficiency; and (5) the subjects enjoyed a marked gain in English but suffered a significant loss in Vietnamese.
43
Nguyen, Thi Thu Trang. "HMM-based Vietnamese Text-To-Speech : Prosodic Phrasing Modeling, Corpus Design System Design, and Evaluation." Thesis, Paris 11, 2015. http://www.theses.fr/2015PA112201/document.
Full textAbstract:
L’objectif de cette thèse est de concevoir et de construire, un système Text-To-Speech (TTS) haute qualité à base de HMM (Hidden Markov Model) pour le vietnamien, une langue tonale. Le système est appelé VTED (Vietnamese TExt-to-speech Development system). Au vu de la grande importance de tons lexicaux, un tonophone” – un allophones dans un contexte tonal – a été proposé comme nouvelle unité de la parole dans notre système de TTS. Un nouveau corpus d’entraînement, VDTS (Vietnamese Di-Tonophone Speech corpus), a été conçu à partir d’un grand texte brut pour une couverture de 100% de di-phones tonalisés (di-tonophones) en utilisant l’algorithme glouton. Un total d’environ 4000 phrases ont été enregistrées et pré-traitées comme corpus d’apprentissage de VTED.Dans la synthèse de la parole sur la base de HMM, bien que la durée de pause puisse être modélisée comme un phonème, l’apparition de pauses ne peut pas être prédite par HMM. Les niveaux de phrasé ne peuvent pas être complètement modélisés avec des caractéristiques de base. Cette recherche vise à obtenir un découpage automatique en groupes intonatifs au moyen des seuls indices de durée. Des blocs syntaxiques constitués de phrases syntaxiques avec un nombre borné de syllabes (n), ont été proposés pour prévoir allongement final (n = 6) et pause apparente (n = 10). Des améliorations pour allongement final ont été effectuées par des stratégies de regroupement des blocs syntaxiques simples. La qualité du modèle prédictive J48-arbre-décision pour l’apparence de pause à l’aide de blocs syntaxiques, combinée avec lien syntaxique et POS (Part-Of-Speech) dispose atteint un F-score de 81,4 % (Précision = 87,6 %, Recall = 75,9 %), beaucoup mieux que le modèle avec seulement POS (F-score=43,6%) ou un lien syntaxique (F-score=52,6%).L’architecture du système a été proposée sur la base de l’architecture HTS avec une extension d’une partie traitement du langage naturel pour le Vietnamien. L’apparence de pause a été prédit par le modèle proposé. Les caractéristiques contextuelles incluent les caractéristiques d’identité de “tonophones”, les caractéristiques de localisation, les caractéristiques liées à la tonalité, et les caractéristiques prosodiques (POS, allongement final, niveaux de rupture). Mary TTS a été choisi comme plateforme pour la mise en oeuvre de VTED. Dans le test MOS (Mean Opinion Score), le premier VTED, appris avec les anciens corpus et des fonctions de base, était plutôt bonne, 0,81 (sur une échelle MOS 5 points) plus élevé que le précédent système – HoaSung (lequel utilise la sélection de l’unité non-uniforme avec le même corpus) ; mais toujours 1,2-1,5 point de moins que le discours naturel. La qualité finale de VTED, avec le nouveau corpus et le modèle de phrasé prosodique, progresse d’environ 1,04 par rapport au premier VTED, et son écart avec le langage naturel a été nettement réduit. Dans le test d’intelligibilité, le VTED final a reçu un bon taux élevé de 95,4%, seulement 2,6% de moins que le discours naturel, et 18% plus élevé que le premier. Le taux d’erreur du premier VTED dans le test d’intelligibilité générale avec le carré latin test d’environ 6-12% plus élevé que le langage naturel selon des niveaux de syllabe, de ton ou par phonème. Le résultat final ne s’écarte de la parole naturelle que de 0,4-1,4%The thesis objective is to design and build a high quality Hidden Markov Model (HMM-)based Text-To-Speech (TTS) system for Vietnamese – a tonal language. The system is called VTED (Vietnamese TExt-tospeech Development system). In view of the great importance of lexical tones, a “tonophone” – an allophone in tonal context – was proposed as a new speech unit in our TTS system. A new training corpus, VDTS (Vietnamese Di-Tonophone Speech corpus), was designed for 100% coverage of di-phones in tonal contexts (i.e. di-tonophones) using the greedy algorithm from a huge raw text. A total of about 4,000 sentences of VDTS were recorded and pre-processed as a training corpus of VTED.In the HMM-based speech synthesis, although pause duration can be modeled as a phoneme, the appearanceof pauses cannot be predicted by HMMs. Lower phrasing levels above words may not be completely modeled with basic features. This research aimed at automatic prosodic phrasing for Vietnamese TTS using durational clues alone as it appeared too difficult to disentangle intonation from lexical tones. Syntactic blocks, i.e. syntactic phrases with a bounded number of syllables (n), were proposed for predicting final lengthening (n = 6) and pause appearance (n = 10). Improvements for final lengthening were done by some strategies of grouping single syntactic blocks. The quality of the predictive J48-decision-tree model for pause appearance using syntactic blocks combining with syntactic link and POS (Part-Of-Speech) features reached F-score of 81.4% Precision=87.6%, Recall=75.9%), much better than that of the model with only POS (F-score=43.6%)or syntactic link (F-score=52.6%) alone.The architecture of the system was proposed on the basis of the core architecture of HTS with an extension of a Natural Language Processing part for Vietnamese. Pause appearance was predicted by the proposed model. Contextual feature set included phone identity features, locational features, tone-related features, and prosodic features (i.e. POS, final lengthening, break levels). Mary TTS was chosen as a platform for implementing VTED. In the MOS (Mean Opinion Score) test, the first VTED, trained with the old corpus and basic features, was rather good, 0.81 (on a 5 point MOS scale) higher than the previous system – HoaSung (using the non-uniform unit selection with the same training corpus); but still 1.2-1.5 point lower than the natural speech. The quality of the final VTED, trained with the new corpus and prosodic phrasing model, progressed by about 1.04 compared to the first VTED, and its gap with the natural speech was much lessened. In the tone intelligibility test, the final VTED received a high correct rate of 95.4%, only 2.6% lower than the natural speech, and 18% higher than the initial one. The error rate of the first VTED in the intelligibility test with the Latin square design was about 6-12% higher than the natural speech depending on syllable, tone or phone levels. The final one diverged about only 0.4-1.4% from the natural speech
44
Hoang, Thinh Quoc. "Exploring Vietnamese first-year English-major students’ motivation: A longitudinal, mixed-methods investigation." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2423.
Full textAbstract:
Learner motivation is recognised as a crucial determinant of successful second language (L2) learning. However, to date, little research has been directed into the motivational dimensions of L2 learning in Vietnam, where English has currently become the most popular foreign language with millions of learners nationwide. Further, there is a limited amount of research internationally that explores the motivational levels and development of L2 students at the transition from school level to higher education.
This study aimed to develop a profile of the motivation and learning experiences of a cohort of Vietnamese first-year English-major students over one academic year. As an attempt to integrate the L2 research field with mainstream educational psychology, the study drew theoretically from Eccles et al.’s expectancy-value theory (EVT). This framework, though recognised as one of the most influential motivation theories, has received limited attention in the L2 field. Specifically, the research explored: the EVT constructs of attainment value (personal importance), intrinsic value, utility value, cost, perceived competence, and expectancies for success; their variations across the cohort over one year; their correlations; and their impacts on motivational indicators of English-major choice, English learning effort and willingness to communicate. The study also offers explanations for those variations.
Informed by critical realist perspectives, the study adopted a longitudinal, explanatory mixed-methods design. A cohort of 149 first-year English-major students at one Vietnamese university were surveyed three times over one academic year. Drawing on the results of the first survey, a sample of 15 participants exhibiting a range of motivational profiles were recruited to take part in three rounds of individual interviews over the same year.
Results demonstrated various explanatory powers that the EVT constructs had in understanding Vietnamese English-major students’ motivated behaviours. For example, while personal importance and utility value linked to English seemed to be more potent reasons for participants enrolling in an English major, their L2 learning engagement and willingness to communicate in English were linked more strongly to intrinsic value and expectancies for success.
The study further revealed different developmental trajectories of student values and beliefs. While the students maintained relatively stable levels of personal importance and utility value, studying English became slightly less interesting to them. Regarding cost dimensions, the participants reported an increase in opportunity cost they perceived from iv studying English while becoming less anxious about speaking the language. For the two competence-related beliefs, while the students perceived an improvement in their English proficiency, they reported decreasing levels of expectancies for success and became more realistic about the potential to improve their English. The participants also reported a lower investment in learning effort and less willingness to communicate in English, which paralleled the declines in intrinsic value and expectancy beliefs. Interviews with participants revealed the impacts of different contextual and individual factors, especially those of teaching and learning activities on their L2 motivation.
Overall, the findings of this study suggested that expectancy-value model provided a fresh but effective theoretical approach to understanding the motivational patterns of Vietnamese first-year English-major students and is potentially applicable to inquiry into L2 motivation in other contexts. Moreover, this study’s findings also contribute to extending current understandings of the EVT constructs. Finally, the findings from this study provide valuable insights and suggestions to better support English language learners in Vietnamese tertiary institutions and similar contexts.
45
Nguyen, Ngan T. "West Wind Blows: Voices of Vietnamese Teachers and Students of English– A Case Study of Nha Trang University." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304001658.
Full text
46
Chau, MN. "Vietnamese migrants' attitudes towards Vietnamese sexist language." Thesis, 2006. https://eprints.utas.edu.au/19227/1/whole_ChauMiraNguyen2006_thesis.pdf.
Full textAbstract:
This thesis examines Vietnamese Australians' attitudes towards sexist language. One
can not separate language from the cultural and social issues as they are intertwined
with one another. The shaping of an individual's behaviours, attitudes, life values,
his/her application of language largely depends on the social environment where s/he
has grown up. In Vietnamese society, Confucianism has played a part in shaping
many individuals' thinking. Although in the present time it is not as popular as many
years ago, it still exists in a number of families, it can be seen through the way they
behave, what they believe. There are many research studies on the sexist language in
English whereas it is rare to find a research study dealing with sexist language in
Vietnamese. This thesis deals with the Vietnamese migrants' attitudes and perception
of sexist language. It investigates the nature and characteristics of sexist language in
Vietnamese and makes some comparison with that in English. Special attention is
given to the socio-cultural context in which sexist language was derived and used.
Both qualitative and quantitative research methods were used.
47
Honda, Koichi. "Tone in the Lam River speech of North-Central Vietnamese : an acoustically-based multi-speaker description and analysis." Phd thesis, 2008. http://hdl.handle.net/1885/150422.
Full text
48
Chen, Yi-Fang, and 陳儀芳. "Language Attitudes Towards Vietnamese Among College Students in Taiwan." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/n7kkfc.
Full textAbstract:
碩士靜宜大學
英國語文學系
107
Language attitude plays a vital role in multilingual societies as it influences language use, language maintenance, and language policy. In recent years, due to the rise of Southeast Asian countries in the global economy, many enterprises actively rushed into the Association of Southeast Asian Nations (ASEAN), especially in the Asian context. The learning of Southeast Asian languages has thus become an important project for the Taiwanese government. Consequently, the Taiwanese government has promoted the New Southbound Talent Development Program from 2017 to 2020, aiming to foster bilateral exchange and mutual resource sharing. This program has led our colleges and universities to develop substantive educational exchange programs with the ASEAN countries. In addition, according to the Ministry of Education, the seven major Southeast Asian languages will be included in the Curriculum Guidelines of 12-Year. The New Resident Languages are listed as one of the mother tongues required in primary school for primary schools starting in the 108th academic year. To address the importance of this impact on the education of Taiwan in the near future, the current study investigates the local college students’ attitudes towards the Vietnamese language and their points of view on the inclusion of Vietnamese in the Curriculum Guidelines of 12-Year. In addition, this study also investigates the relationship between the participants’ personal background factors and their attitudes. In the study, a questionnaire survey was administered to 69 college students to elicit their attitudes towards Vietnamese together with a focus group interview. The results from the questionnaire indicate that the Vietnamese language is evaluated negatively among college students. The results further show that the participants have the most positive attitude towards the pragmatic function of the language, followed by the desire to learn or speak the language, their perception to the intrinsic features of the language, a general liking of the language, and language use. Additionally, there was no significant difference found in terms of gender and region on their language attitudes towards Vietnamese. Therefore, the gender and the region of the participants are not the crucial factors for influencing students’ language attitudes towards Vietnamese in the study. From the result of the focus group interview, the interviewees point out that their attitude towards Vietnamese is influence by the frequency of their language use. This study also provides insights of attitudes towards Vietnamese and language policy. The results show that more than half of the participants agree with this policy. Also, we find that the majority of the participants agree with the policy because of the identity for the Southeast Asian language and culture. Most participants indicate that they think identity with the Southeast Asian languages and culture for New Second Generation is very important. Four reasons are found, and they are: (1) the identity for the Southeast Asian language and culture, (2) language competence cultivation, (3) enhancement of language competitiveness, and (4) development for global perspective. On the other hand, among the participants who disagree with the policy, three reasons are found. They are: (1) identity for Taiwanese and culture, (2) inappropriateness in primary schools. These results provide some implications for policy makers to promote both native/local languages and new resident languages and modify our curriculum in the future.
49
Le, Khanh Dien. "Development of a new aphasia test for Vietnamese people (Vietnamese aphasia test)." Thesis, 2021. http://hdl.handle.net/1959.13/1423626.
Full textAbstract:
Research Doctorate - Doctor of Philosophy (PhD)The incidence of stroke in Viet Nam is approximately as high as in most countries and many stroke survivors live with the effects of stroke including aphasia. Speech and language therapy (SALT) is an emerging profession in Viet Nam, though there is a lack of in-country SALT assessment and treatment resources. Therefore, non-standardised aphasia assessments have been used by Vietnamese speech and language therapists (SALTs) in clinical practice to meet aphasia assessment demand in hospitals and rehabilitation centres. The literature indicates that aphasia should be assessed using a standardised assessment tool for development of an individually tailored therapy plan. A standardised aphasia test helps clinicians diagnose, establish baseline language function, and identify communication strengths and weaknesses, which is necessary for the development of appropriate intervention. The use of standardised tools can improve the quality of clinical practice and research. This thesis aimed to develop a prototype of an aphasia test for Vietnamese people and establish content validity for this test. Based on relevant literature and contextual factors in Viet Nam, a model for development of a new aphasia test was developed, consisting of seven stages. This thesis presents the details of Stages 1–4, with Stages 5–7 to be undertaken in the post-PhD period. For Stage 1, Chapter 1 provides a detailed review of the current context in Viet Nam, including the large population, high incidence of stroke and high government interest in rehabilitation for people after stroke. The development of SALT as a new profession in Viet Nam is detailed alongside the absence of SALT resources including aphasia assessments in clinical settings, highlighting the need for a standardised aphasia test for Vietnamese people with aphasia. For Stage 2, Chapter 2 presents a systematic review of the literature regarding the translation and adaptation of existing English-language aphasia assessments. The aims of the review were to investigate the rationale for selecting a specific aphasia assessment for translation and adaptation, as well as the processes of translation and adaptation used by the researchers. The inability to identify the ‘best process’ for translation and adaptation of an existing aphasia assessment and the substantial differences between English and Vietnamese cultures and languages led to the decision to develop a new aphasia test in Vietnamese. The development of the test, titled ‘Bộ lượng giá mất ngôn ngữ cho người Việt Nam’ (‘Vietnamese Aphasia Test’ [VAT]), is presented in Chapter 3. This phase was a complex process that required consideration of all four components of evidence-based practice: a practice context, relevant literature, clinical expertise, and the values and preferences of people with aphasia. The process started with conceptualising the scope of the test, which served as a base for the development of the subtests and test items. The outcome of Stage 3 was the prototype VAT, including the VAT overview, guidelines for administering and scoring, record forms and the stimulus book. The test was simultaneously developed in both Vietnamese and English for the purposes of content validation. In Stage 4, feedback data were collected from three groups of participants. The literature indicated that it is challenging to find test reviewers who have expertise in every aspect of a test and test developers can select subsets of reviewers for feedback on different components of a test. Therefore, three different groups were identified to provide feedback on different aspects of the prototype VAT. Chapter 4 presents the feedback from experts in aphasia. Five experts were provided with the English version of the prototype VAT and completed a questionnaire. Qualitative content analysis and measuring content validity ratio were used for data analysis. Analysis of the feedback from aphasia experts indicated that the prototype VAT generally met its stated purposes based on theoretical concepts. Chapter 5 presents the feedback from five Vietnamese SALTs who were trained in Viet Nam. A purpose-built survey was developed to collect ratings on the relevance and clarity of test items and photographs in the prototype VAT. The results indicated that only a few items and photographs were not relevant and/or clear. These were analysed using content validity index for relevance and content validity ratio for clarity. As the VAT was designed to be used throughout Viet Nam, gaining feedback from persons from three main dialectal regions in Viet Nam was considered necessary. Chapter 6 presents the study for collection of the feedback from 12 Vietnamese SALT master’s students from the three main dialectal regions in Viet Nam. Their feedback was analysed using content validity index for relevance and familiarity and content validity ratio for name agreement. Their feedback indicated positive results for the appropriateness of test items for use throughout Viet Nam. Chapter 7 presents the key findings from the thesis and data triangulation of the results from the three studies to assist with the final stages of test development, as well as key considerations for the final stages of test development (i.e., conducting a pretest, establishing psychometric data and normative data, and finalising the VAT for publication and dissemination for use in Viet Nam). Future research directions for further development of aphasia assessments are also presented. As a result of this research, the VAT will contribute to improving the quality of aphasia assessment and therapy for Vietnamese people with aphasia and conducting aphasia research in Viet Nam.
50
PHAM, TRINH THUY LINH, and 范鄭瑞綾. "A Narrative Research of a Vietnamese-Language Teacher’s Professional Learning Journey-Taking Vietnamese Language Classes from a University in Taiwan as an Example." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/bs58f5.
Full textAbstract:
碩士台灣首府大學
教育研究所
106
Abstract This study is a narrative research of the teaching process of a Vietnamese language teacher. Through her own teaching experience, the researcher explores the motivations and disturbances of students in learning Vietnamese, and their influences on students' learning outcomes and learning attitudes. According to the research results, the conclusions of this study are as follows: 1. The motivations for students to take "Vietnamese" is to understand Vietnamese affairs mainly. They hope that they can travel freely in Vietnam in the future and have good grades in school. 2. The learning disturbances of students’ learning Vietnamese are mainly due to the lack of practice environments, followed by difficulties in pronunciation, word expression, character writing, and grammar application. 3. Through the 18-week Vietnamese course, the students have made great progress in learning the Vietnamese language. 4. Through observations and interviews during the teaching process, the researcher found that the stronger the students' motivations for learning, the lower the learning disturbances; the students with positive learning attitudes and higher self-expectations are willing to pay more efforts and their academic performance will naturally be much better. 5. Through the research of the teaching process, it is found that an appropriate teaching design has a positive effect on the students' learning; therefore, the researcher has been constantly reflecting and correcting the teaching methods in the teaching processes to enhance students' learning motivations. Finally, based on the above conclusions, the researcher makes recommendations to the follow-up teachers who are engaged in Vietnamese language teaching and the students who are invested in Vietnamese language learning, as well as the related units, and looks forward to becoming a reference for the future academic researches.