Journal articles on the topic 'Vietnamese language'
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Kirby, James P. "Vietnamese (Hanoi Vietnamese)." Journal of the International Phonetic Association 41, no. 3 (November 11, 2011): 381–92. http://dx.doi.org/10.1017/s0025100311000181.
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Vietnamese, the official language of Vietnam, is spoken natively by over seventy-five million people in Vietnam and greater Southeast Asia as well as by some two million overseas, predominantly in France, Australia, and the United States. The genetic affiliation of Vietnamese has been at times the subject of considerable debate (Diffloth 1992). Scholars such as Tabard (1838) maintained a relation to Chinese, while Maspero (1912), despite noting similarities to Mon-Khmer, argued for an affiliation with Tai. However, at least since the work of Haudricourt (1953), most scholars now agree that Vietnamese and related Vietic languages belong to the Mon-Khmer branch of the Austroasiatic family.
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Quang, Duong Xuan. "VIETNAMESE LANGUAGE – THE VIETNAMESE PEOPLE’S HERITAGE." Vietnamese Studies Review 20, no. 2 (December 31, 2022): 89–114. http://dx.doi.org/10.31535/vs.2022.20.2.089.
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Serbin, Vladimir Alekseevich. "Borrowings in military terminology of the modern Vietnamese language." Litera, no. 1 (January 2021): 110–24. http://dx.doi.org/10.25136/2409-8698.2021.1.34698.
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This article is dedicated to the analysis of techniques of external enrichment of terminology of the Vietnamese language. An attempt is made to examine the phenomenon of borrowing of foreign words in military terminology of the modern Vietnamese language. The author explores the factors of borrowing, carries out classification by origin and source of borrowing. The relevance of this work is defined by the need to systematize knowledge on the foreign borrowings in military terminology of Vietnamese language at the current stage of its development, rapid advancement of military science, new technologies, integration of Vietnam into the global community, and, thus, the emergence of vast foreign lexicon from Western languages, including in terminology. The novelty consists in systematization, generalization, and analysis of the methods of foreign borrowing in Vietnamese language and sectoral terminologies, particularly in military terminology. The conclusion is made that military terminology of Vietnamese language contains 80% of borrowings from foreign languages. According to the source of borrowing, foreign words are divided into two groups: of Sino origin (Hán Việt), and of Indo-European origin. The basis of borrowings is comprised of the terms of Hán Việt origin, which in have assimilated and currently are fully functional units of Vietnamese language. At the present stage, most of the words are borrowed from the English language; the majority of loanwords from European languages in Vietnamese language are attributes to semantic (word-forming and semantic calques). This method of borrowing often makes the terms too complex, difficult to remember and use. Borrowings from European languages, which currently infiltrate into Vietnamese language without changing their graphic form, are pronounced in accordance with the phonetic norms of Vietnamese language.
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Le Khac, Cuong. "Vietnamese Language in Westernization: Integration or Disguise?" International Journal of Linguistics Studies 1, no. 2 (October 6, 2021): 18–21. http://dx.doi.org/10.32996/ijls.2021.1.2.3.
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Through proud historical development, the Vietnamese language has overcome all obstacles to become a rich and beautiful language, with a unique identity and full of potential. In the international arena, in all fields of activities, Vietnamese has equal status with all other languages. The process of integration and development will inevitably entail contact and mutual influence between cultures, including languages. On the positive side, it has contributed to enriching the lexicology of the national language, especially new terminologies in the fields of science and technology, make more diverse forms of communication, and in some ways, it shortens the gaps to more developed cultures and civilizations. However, in terms of culture, it can also cause negative effects, that is, chaos, tension in Vietnamese disguise. This paper reports the current status of the Vietnamese language in the midst of Western trends in Vietnam. Data were collected from historical documents and daily news from popular sites of Vietnamese mass media.
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Dam, Quynh, Giang Pham, Irina Potapova, and Sonja Pruitt-Lord. "Grammatical Characteristics of Vietnamese and English in Developing Bilingual Children." American Journal of Speech-Language Pathology 29, no. 3 (August 4, 2020): 1212–25. http://dx.doi.org/10.1044/2019_ajslp-19-00146.
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Purpose Defining parameters for typical development in bilingual children's first and second languages can serve as the basis for accurate language assessment. This is the first study to characterize Vietnamese and English grammatical development in a sample of bilingual children. Method Participants were 89 Vietnamese–English bilingual children, aged 3–8 years. Children completed story retell tasks in Vietnamese and English. Stories were transcribed and analyzed for grammaticality, error patterns, subordination index, and types of subordinating clauses. Of key interest were associations with age and identifying developmental patterns that were shared across languages or unique to a given language. Results Age correlated with more measures in English than in Vietnamese, suggesting that older children had higher grammaticality and greater syntactic complexity in English than younger children. Children also produced greater syntactic complexity with age in Vietnamese, but not higher grammaticality. There were a set of error patterns shared across languages (e.g., object omission) and patterns specific to each language (e.g., classifier errors in Vietnamese, tense errors in English). While children produced nominal, adverbial, and relative clauses in Vietnamese and English, the proportion of each clause type differed by language. Conclusions Results from this typically developing sample provide a reference point to improve clinical practice. Characterizing developmental patterns in sentence structure in Vietnamese and English lays the groundwork for investigations of language disorders in this bilingual population.
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Cuong, Le Khac. "Languages law in view of teaching Vietnamese as a foreign language." Science & Technology Development Journal - Social Sciences & Humanities 1, no. 4 (December 27, 2018): 36–42. http://dx.doi.org/10.32508/stdjssh.v1i4.461.
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While teaching Vietnamese as a foreign language, teachers often face many questions of foreign students about Vietnamese. In addition, these questions are not easy to answer because of the complexity in terms of science. Many other questions are difficult to answer because of the absence of regulations in terms of Language Law in Vietnam. A few years ago, the issue of language law and language legislation has been raised. This paper mentioned only the difficulties in teaching Vietnamese to foreigners due to lack of strict regulations.
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Đồng, Pauline Phi Nguyên. "Keeping the Vietnamese language alive." Phi Delta Kappan 105, no. 2 (October 2023): 29–31. http://dx.doi.org/10.1177/00317217231205938.
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There is a need for Vietnamese language education for the Vietnamese American community in the United States, and the Vietnamese Language Program at Westminster High School (WHS) in Orange County, California, has been able to preserve the Vietnamese language. Students in the program also learn about their heritage and culture to stay connected to their families and community. Author Pauline Phi Nguyên Đồng, a Vietnamese language teacher at the high school, suggests that the WHS Vietnamese Language Program is a model for how heritage language programs can be sustained in schools and communities.
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Le Pham, Quoc Hung. "The Meanings and Structural Forms of the Measure Word for Nouns in Chinese and Vietnamese." International Journal of Linguistics 13, no. 1 (February 25, 2021): 1. http://dx.doi.org/10.5296/ijl.v13i1.16890.
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In the field of language research, the measure word is an interesting research topic. In the world language, some languages have measure words, some languages have not. Both Chinese and Vietnamese belong to the language rich in measure words, but due to the differences in language system, cognition and cultural color, there are some differences in the expression of their syntactic structure of the measure word for noun. This study starts from the comparison of Chinese and Vietnamese languages, focusing on the meaning and structure of the measure word for noun commonly used in Chinese and Vietnamese, in order to find the similarities and differences between them.
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Le, Minh Thi Hong. "The reality of Vietnamese language teaching and Vietnamese Studies education in Korea." Science and Technology Development Journal 18, no. 2 (June 30, 2015): 70–80. http://dx.doi.org/10.32508/stdj.v18i2.1194.
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Over 20 years of Korea-Vietnam relationship, Korea has become the biggest investor in Vietnam, and Vietnam the forth on the list of Korea’s most important partners. There are over 135,000 Koreans living in Vietnam and out of 123,000 Vietnamese living and working in Korea, there are 40,000 Vietnamese wives to Korean husbands. Currently, in Korea there are 4 universities that have faculties or departments of the Vietnamese language or of Vietnamese Studies, with a large number of alumni who have successfully found jobs. Demand is higher than supply capacity. Vietnamese proficiency is not only essential to Koreans living and working in Vietnam and Korea-based companies with Vietnamese employees but also will be valuable to children of thousands of Korean-Vietnamese families in the coming years. The Ministry of Education of Korea has just announced a policy stating that the Vietnamese language will be one of the eight second languages in the national university entrance examination, which will bring to Vietnamese language teaching new opportunities and prospects.
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Wang, Cen, Sarah Verdon, Sharynne McLeod, and Van H. Tran. "Profiles of Linguistic Multicompetence in Vietnamese–English Speakers." American Journal of Speech-Language Pathology 30, no. 4 (July 14, 2021): 1711–27. http://dx.doi.org/10.1044/2021_ajslp-20-00296.
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Purpose Speech-language pathologists work with increasing numbers of multilingual speakers; however, even when the same languages are spoken, multilingual speakers are not homogeneous. Linguistic multicompetence (aka multi-competence) considers competency across all languages and is associated with multiple demographic, migration, linguistic, and cultural factors. Method This article examines the linguistic multicompetence of adults with Vietnamese heritage living in Australia ( n = 271) and factors associated with varying profiles of multilingualism. Participants completed a self-report questionnaire (available in English and Vietnamese) regarding their language proficiency and associated factors. Results Participants were largely (76.6%) first-generation migrants to Australia. Three distinct profiles of linguistic multicompetence were statistically identified using a cluster analysis: (a) Vietnamese proficient ( n = 81, 31%), (b) similar proficiency ( n = 135, 52%), and (c) English proficient ( n = 43, 17%); that is, half were proficient in both languages. Multinomial logistic regression analyses compared participants profiled as having similar proficiency with those who were more dominant in one language. Factors associated with the Vietnamese proficient group (compared with the similar proficiency group) were that the participants used Vietnamese much more than English with different people across different situations, were more likely to believe that maintaining Vietnamese helped them communicate in English, and earned less. Participants in the English proficient group used English more than Vietnamese with different people across different situations, were more likely to have lived in English-speaking countries longer, were younger in age, and were less likely to believe that maintaining Vietnamese helped improve academic study than those with similar proficiency. Conclusion Undertaking a comprehensive language profile is an important component of any multilingual assessment to enable speech-language pathologists to develop an understanding of different presentations of linguistic multicompetence, engage in culturally responsive practice, and acknowledge that high levels of competence can be achieved across multiple languages. Supplemental Material https://doi.org/10.23641/asha.14781984
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Nguyen Hoang*, Phuong. "Cognitive Linguistics and Vietnamese Language Teaching." Noble International Journal of Social Sciences Research, no. 65 (October 20, 2021): 56–60. http://dx.doi.org/10.51550/nijssr.65.56.60.
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Vietnamese language teaching, or language teaching in general, is not out of serving the purpose of helping language learners understand, perceive and use that language the most accurately and efficiently as possible. In the process of the teacher’s teaching and the learners’ perceiving, there always appear the language barriers, the differences between the two languages, the two cultures that cause a lot of difficulties for both the learners and the teacher. This article proposes a method to deal with those difficulties, suggests some tips for language teaching based on the theory of Cognitive Linguistics in order to serve the best, the ultimate goal of language teaching and learning.
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Vu Thi, Hanh. "Vietnamese language selection issues in novels by some overseas modern Vietnamese writers." Journal of Science Social Science 66, no. 1 (February 2021): 80–86. http://dx.doi.org/10.18173/2354-1067.2021-0010.
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Different from domestic writers, overseas Vietnamese writers have to select language to creat: first language (Mother Tongues - Vietnamese) or second language (Non-native language). Vietnamese language selection issues in novels by some overseas female Vietnamese writers not only refer to selection language to creat (literature as type a language art) but also attitudes to Vietnamese language and cultute. Therefore, the research language issues in novels by some overseas Vietnamese writers contributes to assert values and roles of overseas writers in conservation and development Vietnamese abroad.
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A.S. Mamontov and M.A. Nefedkina. "CULTURAL COMPONENTS IN THE SEMANTICS OF KINSHIP TERMS IN RUSSIAN AND VIETNAMESE CULTURES." Tạp chí Khoa học Ngoại ngữ, no. 59 (October 1, 2019): 100–109. http://dx.doi.org/10.56844/tckhnn.59.34.
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The article examines the kinship terminology presented through the comparison of Russian and Vietnamese lingua-cultural aspects to identify their functional features, amount and structures. In modern linguistics, the issue of lexical units having the same “kinship” seme in the Russian and Vietnamese languages is relatively under-researched. To contrast the kinship terminologies, the authors use the following methods: comparison, synchronic linguistic analysis and classification of research materials, comparative-typological investigation, component analysis and linguocultural analysis. The research finds that the Vietnamese language has more terms of kinship than the Russian language. Moreover, the semantic features referring to “age in one generation” and “paternal or maternal kinship” play the most important role in Vietnamese linguistic culture. Both cultures are characterized by respect to hierarchy and androcentrism. A lot of semes rarely used in Russian language are typical of Vietnamese language.
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Toan, Ly Ngoc. "Symbolic Language and Imagery in Formatting, Preserving, and Transmitting Cultural Values through Vietnamese Proverbs." International Journal of Religion 5, no. 3 (May 29, 2024): 547–59. http://dx.doi.org/10.61707/1zx90c06.
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This study explores the significance of symbolic language and imagery in Vietnamese folk songs and proverbs for the purpose of safeguarding and transferring cultural values. This study is based on the theoretical frameworks of cultural semantics and pragmatics (Goddard & Wierzbicka, 2014) and cultural ecolinguistics (Stibbe, 2015). The study scrutinizes the expression of cultural meanings through language and explores the reciprocal influence of language on a community's conceptual system, values, and beliefs. The study utilized a qualitative research methodology to gather and examine 160 Vietnamese proverbs as valuable sources of data containing symbolic language and imagery. The findings demonstrate that these linguistic artifacts successfully capture the knowledge, experiences, beliefs, and perspectives of the Vietnamese people, showcasing their balanced connection with nature, social morality, and ethical ideals. The study employs meticulous qualitative analysis to reveal the complex network of cultural meanings embedded in symbolic language and imagery. It emphasizes the crucial role of these meanings in preserving and transmitting cultural values over generations, as well as fostering a sense of cultural identity and continuity within the Vietnamese community. In conclusion, the research highlights the significance of folk songs and proverbs in preserving and spreading Vietnam's abundant cultural heritage.
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Trương, Thị Như Ngọc. "Exploring the use of turn-taking and overlap resolution strategies among Vietnamese non-English major students." Language Value 16, no. 1 (May 31, 2023): 145–87. http://dx.doi.org/10.6035/languagev.7237.
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Based on Sacks et al.'s (1978) turn-taking model, the research aims to determine how Vietnamese students managed their discourse. Two Vietnamese students were conveniently selected for the study, and their conversations were recorded, transcribed, and coded in the style of conversation analysis and deductive content analysis. The results show that in one-at-a-time talks, the male student used more devices and strategies than the female in taking turns. Also, both employed latching to reduce transition space most of the time. In overlapping talks, in most cases, the male student tended to employ repair strategies more frequently than the female. Nevertheless, the female student used more strategies in simultaneous talks than in one-at-a-time talks. The findings shed light on Vietnamese students' turn-taking styles, a great boon to English educators who should provide students with necessary interactional resources and rethink speaking assessments, including turn-taking strategies as a linguistic competency.
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Nguyen, Thi Thuy Minh, and Gia Anh Le Ho. "Requests and politeness in Vietnamese as a native language." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 23, no. 4 (December 1, 2013): 685–714. http://dx.doi.org/10.1075/prag.23.4.05ngu.
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This study examines requests in Vietnamese, a much under-researched language, with a view to expanding the range of languages under inquiry. Open role-plays in six scenarios with differing social power and perceived imposition levels were used to elicit requests from nine Vietnamese native speakers. Data were analyzed with reference to the categorization of Blum-Kulka, House and Kasper (1989) for level of directness, choice of request strategy and use of modification. The findings suggested that unlike requests in some European languages reported in the literature, requests in Vietnamese as a native language were realized predominantly by means of imperatives in equal power situations and query preparatories in low-to-high power situations, regardless of imposition levels. Requests were modified preferably by means of supportive moves such as steers and grounders, and lexical means such as address terms, honorifics, modal particles, and appealers. These findings are discussed with implications for cross-cultural communication and the teaching and learning of Vietnamese as a second language.
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Ngu, Duong Thi. "Analytical native language education in Vietnam." International Journal of Multidisciplinary Research and Growth Evaluation 4, no. 6 (2023): 701–5. http://dx.doi.org/10.54660/.ijmrge.2023.4.6.701-705.
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In the goal of comprehensive national development of each country in the world, it is impossible not to mention the task of developing education. In language education, native language education is one of the core issues. Especially in the context that Vietnam is a multi-ethnic country and in the context of a strong integration trend in the world, native language education is becoming more and more urgent. As the national language, Vietnamese language has been promoting its advantages and role in the Vietnamese community. However, as a multi-ethnic country with many ethnic brothers living together, the development of Vietnamese and native languages of ethnic minority communities is a matter of much discussion. In the scope of this article, we present the current situation of native language education in Vietnam.
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Tran, Van H., Sarah Verdon, Sharynne McLeod, and Cen Wang. "Family Language Policies of Vietnamese–Australian Families." Journal of Child Science 12, no. 01 (January 2022): e67-e78. http://dx.doi.org/10.1055/s-0042-1743490.
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AbstractThis study aimed to investigate reported family language policies (quy tắc sử dụng ngôn ngữ cho gia đình) and language maintenance practices among Vietnamese–Australian parents. This mixed-methods study collected 151 Vietnamese–Australian parents' responses to close- and open-ended questions within an online questionnaire that was available both in English and Vietnamese. Bivariate analyses and logistic regression were conducted to explore associations between family language policies and factors related to demographics and Spolsky's language policy theory. Content analysis was undertaken in NVivo to investigate family language policies. One-third of the participants (35.6%) reported to have a family language policy and 72.5% of those with a policy indicated that they consistently implemented their policy. Significant factors associated with having a family language policy were parents' higher Vietnamese proficiency, more Vietnamese language use with their children, and intention of future residence in Vietnam. The four identified language policies were as follows: (1) using Vietnamese with the nuclear family (FLP1), (2) Vietnamese outside the nuclear family (FLP2), (3) English at home (FLP3), and (4) English outside the home (FLP4). Some families used more than one of these concurrently. This is one of the first large-scale mixed-method studies to explore family language policies, and the first to explore this issue with Vietnamese-speaking families in Australia. Many Vietnamese–Australian families do not explicitly have a family language policy aimed at maintaining Vietnamese at home; therefore, the Vietnamese–Australian community is at risk of a shift toward English language dominance and home language loss. As a result, the benefits of multilingualism within the Vietnamese–Australian community may be lost without support from the government and community to maintain their home language.
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Luo, Mengyi, Zhenyao Lu, Hanxiao Song, and Zhuyujie Zou. "Dynamic Perceptions in Learning Vietnamese: A Case Study of Vietnamese Majors at a Chinese University." International Journal of English Linguistics 13, no. 3 (April 25, 2023): 55. http://dx.doi.org/10.5539/ijel.v13n3p55.
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As a key educational hub linking China to Southeast Asia, Yunnan constitutes an important strategic space for cultivating foreign language talents of Southeast Asian languages. Following Duff’s multiscalar approach of theorizing language socialization (2019), this study examines the Vietnamese language learning experiences of Chinese students in Yunnan. By selecting nine participants majoring in Vietnamese for different length of periods, this study reveals a series of challenges confronting Vietnamese majors at micro-, meso- and macro-levels. The study also shows that Chinese students mobilize their linguistic, social and cultural resources to overcome their learning challenges and shape their perceptions towards learning Vietnamese. The findings of the study can contribute to a better understanding of how language learning is mediated in the broader process of the socioeconomic transformations between China and Vietnam.
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Vũ Hưng. "A CONTRASTIVE STUDY OF SYMBOLIC MEANINGS OF “DOG” IN CHINESE AND VIETNAMESE IDIOMS FROM A COGNITIVE PERSPECTIVE." Tạp chí Khoa học Ngoại ngữ, no. 74 (January 30, 2024): 83–93. http://dx.doi.org/10.56844/tckhnn.74.726.
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Dog plays a significant role in the lives of Vietnamese and Chinese people. The implications and images of ‘dog’ in idioms are commonly expressed in both languages. However, due to the discrepancies in social contexts, perceptions, and customs of the two countries, the conceptual and metaphorical meanings as well as the interpretation of ‘dog’ in Chinese and Vietnamese idioms are different. Although this reflects the unique cultural features of each language, Vietnamese learners are often interfered by their first language when learning Chinese idioms containing ‘dog’. This contrastive study analyzes the symbolic meanings of ‘dog’ in Chinese and Vietnamese idioms. The findings reveal that ‘dog’ has 02 similar symbolic meanings in both Chinese and Vietnamese, 08 distinctive meaning merely found in the former and 05 merely in the latter, posing difficulties for Vietnamese learners in the acquisition of Chinese idioms containing ‘dog’. This study is expected to help learners rectify language interference errors for better understanding and usage of Chinese idioms.
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Pham, Mai N. "Language attitudes of the Vietnamese in Melbourne." Australian Review of Applied Linguistics 21, no. 2 (January 1, 1998): 1–20. http://dx.doi.org/10.1075/aral.21.2.01pha.
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Abstract This study is an attempt to investigate language attitudes of the older and younger generations of Vietnamese bilingual adults in Melbourne, in relation to their ethnicity in the Australian context and in the light of the historical background of the Vietnamese immigrants in Australia. A survey of 165 Vietnamese bilingual adults and students in Melbourne was carried out to investigate their language use in private and public domains, their appraisal of English and Vietnamese, their attitudes towards Vietnamese language maintenance, acculturation, and the question of their ethnic identity in Australian society. The results of the findings reveal that there is a significant difference between adults and students in various aspects of their language attitudes. Overall their choice of language use in private and public domains varies with situations and interlocutors. Although both groups show positive attitudes towards the appraisal of Vietnamese, the maintenance of Vietnamese language and culture and the retaining of their ethnic identity, what is significant is that students demonstrate stronger positive attitudes than adults. With regard to factors that influence the maintenance of Vietnamese, while adults think that government language policy is the most important factor, students express their confidence in the ability of the Vietnamese themselves to maintain their language.
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Ninnes, Peter. "Language maintenance among Vietnamese-Australian students." Australian Review of Applied Linguistics 19, no. 2 (January 1, 1996): 115–38. http://dx.doi.org/10.1075/aral.19.2.06nin.
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Using the theoretical framework developed by Clyne this paper examines the factors influencing language maintenance among a cohort of secondary school students of Vietnamese ethnic background in Adelaide. It reports on a survey of 197 students who were asked (1) to estimate the extent to which, in Australia, they used Vietnamese when speaking to close others; how often these people used Vietnamese when speaking to them; and how often the students used Vietnamese in certain social contexts; and (2) to rate their ability in written and oral Vietnamese and written and oral English. Variables derived from these measures were then correlated with a number of other demographic, social, cultural and attitudinal factors in order to determine the major influences on language maintenance. Language use was greater with parents and grandparents than with members of the students’ own generation. Vietnamese language was used more in private and ethnic settings such as the home and community events than in public settings. Vietnamese language competence declined and English language competence increased with length of residence. Overall length of residence in Australia and age at which that residence commenced were more influential in language maintenance than ethnic identity or attitudes to cultural maintenance.
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Andreeva, Valentina A. "The Mechanisms of Language Game in the Vietnamese Language." Russian Journal of Vietnamese Studies 8, no. 2 (July 16, 2024): 95–103. http://dx.doi.org/10.54631/vs.2024.82-625850.
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The article is devoted to the study of the specifics and mechanisms of language play in the Vietnamese language. The language game is found in traditional Kazao folk couplets, in paired inscriptions, riddles, poetry, as well as in the texts and headlines of modern media, advertising, colloquial speech, and Internet communications. The following basic means and techniques of language play in the Vietnamese language are highlighted: the use of various types of homonymy; creating inversion puns (inversion of constituent components, rearrangement of tones, rearrangement of rhyme, rearrangement of initials, rearrangement of initials and tone, rearrangement of rhyme and tone, rearrangement of initials and rhyme); decomposition of a word into its component components-morphemes and separate use of them or their homonyms; decomposing a word into its component components and replacing one of the components; use of synonymy and antonymy; the use of polysemy; paronymy; phraseological game. During the research process, extensive illustrative material was used. The research topic is relevant due to the extremely wide distribution of this phenomenon in the Vietnamese language and its importance for constructing a cultural and linguistic picture of the world of Vietnamese speakers.
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Nguyễn, Tuấn-Cường, and Anh-Chưởng Bùi. "The Chinese script, Confucian script, and Nôm script: Some reflections on writing and politics in monarchical Vietnam." Journal of Chinese Writing Systems 4, no. 3 (September 2020): 146–60. http://dx.doi.org/10.1177/2513850220952175.
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“Confucian script” 儒字 (chữ Nho) has become a unique name used to refer to the “Chinese script” 漢字 (chữ Hán) in Vietnamese. The integration between Chinese script and Confucianism had progressed through monarchical centuries, motivated by Vietnam’s political tradition. Supported by rulers of the country, Chinese script overwhelmed the difference of languages, became the official writing system, and therefore held great influence on important activities of government such as administration, diplomacy, education, and employment. By looking carefully at how Vietnamese monarchs managed to manipulate the Chinese script, Nôm script, and Confucianism to serve their political purposes, we stress that it was Confucianism that served as the link tying the Chinese script with Vietnamese rulers. This link was so strong that the Chinese script remained the dominant form of writing even with the invention of the “Nôm script” 喃字 (chữ Nôm), which was a vernacular system developed to write the Vietnamese language. Furthermore, because Confucianism itself was the spiritual core of the Chinese monarchical structure, Vietnamese rulers learned from the Chinese model by way of the Chinese script when building their own independent state. Confucianism was viewed as the core of Chinese culture.
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Hoang, Thu Quynh, and S. R. Pribylykh. "Language situation in Vietnam: linguistic characteristics and pedagogical capabilities." Vestnik of North-Eastern Federal University. Pedagogics. Psychology. Philosophy, no. 4 (December 27, 2023): 81–92. http://dx.doi.org/10.25587/2587-5604-2023-4-81-92.
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In this article, the authors examine the historical and current state of the languages of the nationalities of Vietnam, as well as the current situation in teaching foreign languages in the country. The history of the Vietnamese language begins from the 8th – 9th centuries and has undergone various changes. The researchers came to the conclusion that the Vietnamese language was formed from a mixture of many languages. The authors note that at the state level in Vietnam, much attention is paid to the problem of developing not only the state language, Vietnamese, but also to the problem of developing the languages of national minorities living both within the country and abroad. For this purpose, appropriate and effective policies are developed and decisions are taken accordingly. A consistent language policy at the present stage is developing in three directions: preserving the linguistic variety of the country, especially the languages of small nationalities; preserving the Vietnamese language in the country, as well as its promotion throughout the world; Learning foreign languages. Particular emphasis is placed on the analysis of the distribution and promotion of the Russian language in the state in the past and today, in general, and the teaching and learning of this language at the Hanoi University of Entrepreneurship and Technology, in particular. The development of specific projects for the dissemination of the Russian language and their implementation are gradually improving its current situation in Vietnam. The authors come to the conclusion that the language situation is constantly changing over time and this depends on a number of factors such as demography, linguocultural, socio-psychological development, etc.
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LAN, BUI KIM. "Vietnamese Double Negative." World Journal of Educational Research 5, no. 2 (May 29, 2018): 219. http://dx.doi.org/10.22158/wjer.v5n2p219.
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<p><em>Affirmation and negation are the most basic forms of language in each language. Many things can be expressed either in affirmative or in negative way. In the Vietnamese language system, using negative expressions is more abundant than using affirmative ones. Because of this, the use of negatives in spoken Vietnamese is relatively high. Double negative is a common language phenomenon in Vietnamese spoken language, but there is not much research about double negative. The following is a preliminary understanding of the grammar and semantics, as well as a study of double negative forms in Vietnamese.</em></p>
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Tran, Phuoc, Dien Dinh, and Hien T. Nguyen. "A Character Level Based and Word Level Based Approach for Chinese-Vietnamese Machine Translation." Computational Intelligence and Neuroscience 2016 (2016): 1–11. http://dx.doi.org/10.1155/2016/9821608.
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Chinese and Vietnamese have the same isolated language; that is, the words are not delimited by spaces. In machine translation, word segmentation is often done first when translating from Chinese or Vietnamese into different languages (typically English) and vice versa. However, it is a matter for consideration that words may or may not be segmented when translating between two languages in which spaces are not used between words, such as Chinese and Vietnamese. Since Chinese-Vietnamese is a low-resource language pair, the sparse data problem is evident in the translation system of this language pair. Therefore, while translating, whether it should be segmented or not becomes more important. In this paper, we propose a new method for translating Chinese to Vietnamese based on a combination of the advantages of character level and word level translation. In addition, a hybrid approach that combines statistics and rules is used to translate on the word level. And at the character level, a statistical translation is used. The experimental results showed that our method improved the performance of machine translation over that of character or word level translation.
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Vũ Thúy Nga. "Time expressions in Vietnamese in relation to tenses in Japanese." Tạp chí Khoa học Ngoại ngữ, no. 68 (March 14, 2022): 1–10. http://dx.doi.org/10.56844/tckhnn.68.120.
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In Vietnamese, time expressions are not determined by the suffixes in languages with clear temporal references. Expression of time in Vietnamese is a lexical-grammatical category that operates in the "implicit" and "thrifty" mechanism. This mechanism lies first in the general and universal linguistic thinking. Through a survey on several Japanese works translated into Vietnamese and Vietnamese works translated into Japanese, this study points out certain characteristics related to the time expression of the Japanese and the corresponding relationship in terms of tenses between the two distinct languages: Japanese and Vietnamese. The research findings contribute to the improvement of learning and more effective use of the Japanese language.
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MCDONALD, JANET L. "Grammaticality judgments in a second language: Influences of age of acquisition and native language." Applied Psycholinguistics 21, no. 3 (September 2000): 395–423. http://dx.doi.org/10.1017/s0142716400003064.
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Native Spanish early and late acquirers of English as well as native Vietnamese early and child acquirers of English made grammaticality judgments of sentences in their second language. Native Spanish early acquirers were not distinguishable from native English speakers, whereas native Spanish late acquirers had difficulty with all aspects of the grammar tested except word order. Native Vietnamese early acquirers had difficulty with those aspects of English that differ markedly from Vietnamese. Native Vietnamese child acquirers had more generalized problems, similar to those of native Spanish late acquirers. Thus, native language appeared to make a difference for early acquirers, whereas a later age of acquisition caused a more general problem. A processing-based model focusing on the difficulty non-native language learners have in rapidly decoding surface form is offered as a possible explanation for both effects.
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Lã Xuân Thắng. "Some methods to express Vietnamese wishes in communication." Tạp chí Khoa học Ngoại ngữ, no. 69 (June 14, 2022): 3–9. http://dx.doi.org/10.56844/tckhnn.69.138.
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This study adopts qualitative research methods to obtain data from oral and written communication and presents six methods of expressing wishes by Vietnamese people. The findings show that Vietnamese people use flexible methods of expressing wishes. A wish can be combined with other speech acts such as praise, thanks, greetings, regards, encouragements and reminders. A wish can also be included to enhance courtesy in spoken language and improve the effectiveness of communication. This study is expected to make contribution to research on wishes in languages in general and in the Vietnamese language in particular.
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Phuong, Vo Tu. "Similarities and differences of duplicity in english and vietnamese." Práticas Educativas, Memórias e Oralidades - Rev. Pemo 5 (September 17, 2023): e10875. http://dx.doi.org/10.47149/pemo.v5.e10875.
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Duplicity is a phenomenon that occurs when two or more words have the same tone or grammatical structure. The same language is used in many different languages, including in English and Vietnamese. In this article, the author focuses on researching the similarities and differences of duplicity in English and Vietnamese. Like other languages, in addition to the univesal rules, in English there are many "abnormal" phenomena that make users feel "absurd", "contradictory", including the phenomenon of coincidence. language. To show the validity as well as the value of these "unusual" structures is a difficult but extremely interesting problem, requiring research and clarification. In this article, the author will focus on clarifying the following issues: research on theoretical basis; Point out the similarities and differences of the phenomenon of duplicity in English and Vietnamese; Application of duplicity in learning and teaching English and Vietnamese.
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Vu, Van-Hai, Quang-Phuoc Nguyen, Ebipatei Victoria Tunyan, and Cheol-Young Ock. "Improving the Performance of Vietnamese–Korean Neural Machine Translation with Contextual Embedding." Applied Sciences 11, no. 23 (November 23, 2021): 11119. http://dx.doi.org/10.3390/app112311119.
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With the recent evolution of deep learning, machine translation (MT) models and systems are being steadily improved. However, research on MT in low-resource languages such as Vietnamese and Korean is still very limited. In recent years, a state-of-the-art context-based embedding model introduced by Google, bidirectional encoder representations for transformers (BERT), has begun to appear in the neural MT (NMT) models in different ways to enhance the accuracy of MT systems. The BERT model for Vietnamese has been developed and significantly improved in natural language processing (NLP) tasks, such as part-of-speech (POS), named-entity recognition, dependency parsing, and natural language inference. Our research experimented with applying the Vietnamese BERT model to provide POS tagging and morphological analysis (MA) for Vietnamese sentences,, and applying word-sense disambiguation (WSD) for Korean sentences in our Vietnamese–Korean bilingual corpus. In the Vietnamese–Korean NMT system, with contextual embedding, the BERT model for Vietnamese is concurrently connected to both encoder layers and decoder layers in the NMT model. Experimental results assessed through BLEU, METEOR, and TER metrics show that contextual embedding significantly improves the quality of Vietnamese–Korean NMT.
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Chau, Thi Khanh Linh, Thi Hong Nguyen, Thi Thuy Duong Tran, and Phu Anh Thu Tran. "A contrastive analysis of simple negative sentences in English and Vietnamese." Tạp chí Khoa học Đại học Văn Hiến 5, no. 2 (July 10, 2017): 14–23. http://dx.doi.org/10.58810/vhujs.5.2.2017.5223.
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This paper represents the whole process of analyzing negative sentences in English and Vietnamese by comparing the negation in the two languages. Besides, it is an effort to contribute to the field of contrastive analysis of English-Vietnamese language. The scope of this study focuses on the simple negative sentences. The study is divided into three parts: showing simple negative sentences in English, showing simple negative sentences in Vietnamese and comparing some differences and similarities between simple negative sentences in English and simple negative sentences in Vietnamese
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Vinh, Tran Thuy. "The types of jokes due to syntactic ambiguity (Illustrated by the Vietnamese and English languages)." Science & Technology Development Journal - Social Sciences & Humanities 1, no. 4 (December 27, 2018): 95–104. http://dx.doi.org/10.32508/stdjssh.v1i4.468.
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Jokes are very common in our lives - brief but exquisite and artistic. Vietnamese and English language have many jokes based on the using of ambiguous languages. The listeners/readers recognize ridiculous situations or event due to the "tools" of ambiguous language in combination with the knowledge and sensitivity of their language. Syntactic ambiguity is a kind of language ambiguity and occurs in sentences that have more than one meaning because their syntactical relationships can be distinguished in different ways. There are many kinds of syntactic ambiguities, but the paper mainly examines the kind of jokes due to the attachment and analytical ambiguity. This paper presents the characteristics of syntactic ambiguity as a "means" to make up the comedy of jokes in Vietnamese and English language; at the same time, it presents the similarities and differences between the kinds of jokes due to the syntactic ambiguity of Vietnamese and English people.
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Luo, Mengyi, and Zhenyao Lu. "Myth and Reality in Learning Vietnamese at a China’s Border University." English Language Teaching 16, no. 9 (August 18, 2023): 55. http://dx.doi.org/10.5539/elt.v16n9p55.
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With the implementation of Belt and Road Initiative and the cooperation between China and non-Anglophone countries, less commonly taught foreign languages (LCTFL) have been valorized at many Chinese universities particularly at China’s border provinces. Adopting Spolsky’s language policy as a theoretical framework, this study examines language learning experiences of Vietnamese majors at a China’s border province. Based on a longitudinal ethnography between October 2022 and March 2023, data were collected from semi-structured interviews with Chinese undergraduates and postgraduates majoring in Vietnamese, classroom observation, field notes and relevant written documents. Findings show that learning Vietnamese language has been discursively promoted as potential for educational upward mobility and employment project at institutional level. However, a close examination of Vietnamese majors’ experiences indicates that there are a series of inconsistencies between what is discursively promoted and what is actually practiced. The ideological interplay of learning Vietnamese between institutional promises and individual practices has been unpacked in relation to social, economic and cultural factors. This study can shed lights on language policy and planning for creating a better understanding of learning and teaching LCTFL in China’s border provinces.
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Vinh, Le Thi Thuy. "Current status of awareness and use the phenomenon of students' language code-mixing and the issue of preserving the purity of the Vietnamese language." Journal of Asian Scientific Research 14, no. 3 (May 31, 2024): 421–31. http://dx.doi.org/10.55493/5003.v14i3.5094.
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In this article, we set out to survey the current state of awareness and use of the phenomenon of language code-mixing among young people, thereby assessing the causes and effects and providing directions in language use by contemporary Vietnamese youth. Currently, code-mixing is a very common phenomenon in young people’s communication, especially pupils and students in high schools and universities. Code-mixing is not only a purely linguistic phenomenon but also a phenomenon recognized in language-cultural contact. This phenomenon has created a lot of mixed public opinion. This phenomenon significantly contributes to maintaining the purity of the Vietnamese language in contemporary times. By using statistical methods based on questionnaires administered to over 1,000 students at Vietnamese universities, we have obtained results regarding the current status of awareness and use of code-mixing phenomenon in the language. The results obtained show that young people in Vietnam have relatively correct awareness about the use of language code mixing phenomenon, but there is still a need for measures to orient a part of young people to improve their language skills. I highly recommend the use of code-mixing phenomenon in particular and modern languages in general. The three measures proposed in the article, namely raising awareness among young people, promoting language education, and coordinating between relevant parties, will certainly contribute to the work of preserving the purity of the Vietnamese language.
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Hà Tú Anh and Cristina A. Huertas-Abril. "Teachers’ Perspectives of Bilingual Education in Primary Schools in Vietnam: A Qualitative Study." English as a Foreign Language International Journal 2, no. 2 (February 17, 2022): 30–50. http://dx.doi.org/10.56498/195222022.
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English has become an essential language in Vietnam, and innovation in English teaching and learning has received considerable attention in recent years. Recognizing the importance of foreign languages, the Vietnamese Ministry of Education and Training has recently developed the National Foreign Languages Project 2020 and, according to this project, bilingual education is encouraged to implement in high schools, but little attention has been paid to primary schools. In this qualitative study, semi-structured interviews have been conducted to explore Vietnamese primary teachers’ perceptions of bilingual education. According to the participants’ responses, ultimately collected in a SWOT matrix, bilingual education in Vietnam is considered to be more student-centered, creative and practical than the official system, and prepares students with language and knowledge to be global citizens. Nevertheless, there is certain concern over the negative linguistic impacts of English on Vietnamese, as it may have a negative impact on the national language. Finally, in terms of research, the findings of this paper suggest that further research is needed regarding the impact of L2 on L1 in the perspective of Vietnamese primary teachers in bilingual programs, including the L1 loss phenomenon and the L2 writing style in L1 literacy.
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Trinh, Lan Thi, Tu Cam Thi Nguyen, and Anh Ngoc Thi Nguyen. "Survey on secondary school student’ Sino-Vietnamese learning capabilities during in-class activities on philology." Vietnam Journal of Education 5, no. 2 (June 23, 2021): 50–56. http://dx.doi.org/10.52296/vje.2021.99.
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Sino-Vietnamese vocabulary is an important part of Vietnamese vocabulary. The ability to use Sino-Vietnamese vocabulary partially reflects one’s Vietnamese language competence; therefore, the ability to use Sino-Vietnamese vocabulary is an important element in the language ability of Vietnamese people in general, and secondary school students in particular. During in-class literature activities, secondary school students are equipped with Sino-Vietnamese vocabulary to a certain extent, but the effectiveness of using Sino-Vietnamese vocabulary in communication and in learning has yet to be fully evaluated. This article focuses on evaluating the ability to use Sino-Vietnamese vocabulary of secondary school students in Hanoi by using questionnaires and tests to obtain both subjective and objective data from the learner’s perspective. The survey results will be used as a practical premise to propose new teaching methods to develop Sino-Vietnamese language competence of secondary school students in Literature, in accordance with the 2018 General Education Curriculum.
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Trinh, Lan Thi, Tu Cam Thi Nguyen, and Anh Ngoc Thi Nguyen. "An Investigation into Secondary School Students’ Sino-Vietnamese Competence in Philology Learning Activities." Vietnam Journal of Education 5, no. 2 (June 29, 2021): 61–67. http://dx.doi.org/10.52296/vje.2021.91.
Full textAbstract:
Sino-Vietnamese vocabulary is an important part of Vietnamese vocabulary. The ability to use Sino-Vietnamese vocabulary partially reflects one’s Vietnamese language competence; therefore, the ability to use Sino-Vietnamese vocabulary is an important element in the language ability of Vietnamese people in general, and secondary school students in particular. During in-class literature activities, secondary school students are equipped with Sino-Vietnamese vocabulary to a certain extent, but the effectiveness of using Sino-Vietnamese vocabulary in communication and in learning has yet to be fully evaluated. This article focuses on evaluating the ability to use Sino-Vietnamese vocabulary of secondary school students in Hanoi by using questionnaires and tests to obtain both subjective and objective data from the learner’s perspective. The survey results will be used as a practical premise to propose new teaching methods to develop Sino-Vietnamese language competence of secondary school students in Literature, in accordance with the 2018 General Education Curriculum.
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Sinh, Nguyen Dinh. "THE TRANSLATION OF ENGLISH TENSES AND ASPECTS IN NARRATIVE MODE INTO VIETNAMESE." VNU Journal of Foreign Studies 36, no. 6 (December 31, 2020): 122. http://dx.doi.org/10.25073/2525-2445/vnufs.4633.
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Confusion due to ambiguity in tenses and aspects while translating from English into Vietnamese is still a common problem to translators. There are several causes to this problem, but the main cause is the difference in viewing tense and aspect notions in the two languages by researchers or scholars. The existence of tense and aspect identities in English clauses or sentences is a matter of fact whereas in Vietnamese they are the topic of controversy among linguists and educators. This article investigates some of the linguistic means that were employed to translate English tenses and aspects in narrative mode into Vietnamese by three well-known translators, namely Mặc Đỗ, Hoàng Cường and Trịnh Lữ. The results of the study prove the fact that though tenses and aspects are not always recognized in the Vietnamese language, they can be translated from the English language via the use of temporal adverbials, aspectual markers or situation types of Vietnamese verbs.
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Alves, Mark. "Linguistic Research on the Origins of the Vietnamese Language: An Overview." Journal of Vietnamese Studies 1, no. 1-2 (February 1, 2006): 104–30. http://dx.doi.org/10.1525/vs.2006.1.1-2.104.
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While the majority of linguistic researchers both inside and outside Vietnam consider the Vietnamese language a Mon-Khmer, Austroasiatic language, some counterarguments and general confusion continue to exist in the public domain. This article looks at four hypotheses regarding the linguistic origins of Vietnamese, hypotheses that place Vietnamese variously within the Austroasiatic, Austronesian, Chinese, or Tai-Kadai language families. Based on linguistic methodology and plausible scenarios of interethnic contact, the commonly held position——Vietnamese is an Austroasiatic language——remains the most tenable.
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Hoang, Phuong Nguyen, Jung In Woong, An Mi Ji, Park Yoon Seo, Jun Ji Hyeon, and Kim Ju Hyun. "Vietnamese and South Korean Proverbs and Idioms of Social Relations in Comparisons." South Asian Research Journal of Humanities and Social Sciences 4, no. 4 (July 2, 2022): 239–44. http://dx.doi.org/10.36346/sarjhss.2022.v04i04.002.
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Proverbs and idioms are folk voices, are creative products of the masses through many ages, reflecting people's feelings and emotions in daily activities. Although they are from folk language, proverbs and idioms are not ordinary voices but rhymes, brief, widely popular among the masses. Proverbs and idioms are oral literature, expressing many aspects of the masses' activities, especially emotionally. In addition, proverbs and idioms also express people's judgments on the good and bad behaviors of people in society when communicating with each other. Therefore, the research topic "Vietnamese and South Korean proverbs and idioms of social relations in comparisons" has been done in order to find out the similarities and differences in culture, thinking and languages between two countries, two cultures. Since then, this study is not out of the goal to help international students have more opportunities to exchange and integrate with Vietnamese culture as well as to facilitate foreigners in studying Vietnamese language and Vietnamese studies. In this research, proverbs and idioms about social relations in Vietnamese and Korean will be compared in terms of syntax structure, semantic structure and pragmatical characteristics to find similarities and differences in culture, thinking and language.
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Britov, Igor V. "Prepositions as a Serious Difficulty in Learning Vietnamese." Russian Journal of Vietnamese Studies 7, no. 3-2 (October 2, 2023): 89–100. http://dx.doi.org/10.54631/vs.2023.732-568949.
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The article notes that it is important to pay special attention to prepositions when learning the Vietnamese language, as in Vietnamese grammar they play a significant role and have many features. The author lists and analyses the factors that prevent adequate understanding, use and translation of Vietnamese pretexts by students. These include interference, deviation, semantic interpretation, situational prepositions, multiple meanings, variability, partial equivalence, as well as typological features of the Vietnamese language and cultural factor. There are some general recommendations to minimize preposition errors during the study of the Vietnamese language.
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Thi Thanh, Dr Phung. "Comparative Analysis between Vietnamese Reduplicative Words with Hmong Language Reduplicative Ones to Propose Measures to Correct Mistakes in using Vietnamese Reduplicative Words for Hmong Primary School Pupils in Vietnam." International Journal of Advanced Multidisciplinary Research and Studies 4, no. 2 (April 18, 2024): 1166–73. http://dx.doi.org/10.62225/2583049x.2024.4.2.2644.
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Our article “Comparative analysis between Vietnamese reduplicative words with Hmong language reduplicative ones to propose measures to correct mistakes in using Vietnamese reduplicative words for Hmong primary school pupils in Vietnam.” Shows that the similarities and the differences in type, formation, meanings middle of the Vietnamese reduplicative word with the Hmong language reduplicative ones. These similarities and differences create linguistic interferences that help us correctly predict the errors in using Vietnamese reduplicative words of Hmong primary school pupils. To prove this prediction to be correct, we have surveyed, totaled up, and analyzed the causes of errors in using Vietnamese reduplicative words due to language interference of Hmong primary school pupils in Vietnam. From there, we propose and conduct effective experiments to prove the feasibility of measures to correct errors in using Vietnamese reduplicative words for the Hmong primary school pupils in Vietnam. This research has practical significance in language education is to contributes to improving the quality of Vietnamese language teaching for the Hmong primary school pupils in Vietnam.
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Phạm, Văn Đồng, Thi Ngoc Diep Do, Dang Khoa Mac, Viet Son Nguyen, Van Thinh Nguyen, Tien Thanh Nguyen, and Do Dat Tran. "How to generate Muong speech directly from Vietnamese text: Cross-lingual speech synthesis for close language pair." Journal of Military Science and Technology, no. 81 (August 26, 2022): 138–47. http://dx.doi.org/10.54939/1859-1043.j.mst.81.2022.138-147.
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The paper introduces a method for automatic translation of Vietnamese text into Muong speech in two dialects, Muong Bi - Hoa Binh and Muong Tan Son - Phu Tho, which are all unwritten dialects of the Muong language. Due to the very close relationship between the Vietnamese and Muong languages, the translation system was built to look like a cross-lingual speech synthesis system, in which the input is the text of one language (i.e., the Vietnamese) and the output is the speech of another language (i.e., the two Muong dialects). The system used the modern sequence-to-sequence TTS neural models Tacotron2 and WaveGlow. The evaluation results showed a high quality of translation (with a fluency score of 4.61/5.0 and an adequacy score of 4.79/5.0) and also synthesized speech quality (with naturalness on the MOS scale of 4.68/5.0 and intelligibility of 94.60%). The received results show that the applicability of the proposed system to other minority languages is promising, especially in the case of unwritten languages.
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Nguyen, Nguyet Minh. "A comparison between English demonstratives and Vietnamese demonstratives in argumentative essays." Indonesian Journal of Applied Linguistics 11, no. 3 (January 31, 2022): 664–74. http://dx.doi.org/10.17509/ijal.v11i3.34174.
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In English and Vietnamese, demonstratives are considered one of the most important linguistic items for their ability to enhance writing coherence. Crucial as they are, few investigations have been conducted to analyze the differences in their uses in English and Vietnamese written discourse. This research attempts to investigate the differences in the use of Vietnamese demonstratives and English demonstratives in model Vietnamese (MV) and model American English (MA) argumentative essays. Adopting both quantitative and qualitative analyses, it focuses on the frequency and pragmatic uses of proximal and distal demonstratives in the two languages. It was discovered that English essays had significantly more proximal and cataphoric uses of demonstratives than Vietnamese essays. While English proximal demonstratives this(these) indicated topic shifting and distal demonstratives that(those) signaled topic continuity, a contrary pattern was observed in Vietnamese. Moreover, in investigating the referential uses of demonstratives, it was revealed that the use of Vietnamese demonstratives differed from English in the sense that they could act as discourse connectives facilitating the interpretation process of the readers. The study’s results contribute to the cross-language analysis and comparison of demonstratives and provide implications for the teaching of English demonstratives in academic writing in Vietnam.
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Li, Hanke. "The Construction of National Identity from the Perspective of the Change of Chinese Status in Vietnamese Language Policy." Journal of Higher Education Research 3, no. 2 (April 19, 2022): 175. http://dx.doi.org/10.32629/jher.v3i2.750.
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Vietnam is a multi-ethnic country with many languages. The common language is a bond that builds national identity and maintains national feelings, which is conducive to building national spirit, national cohesion and overall sense of belonging among Vietnamese people. From Chinese language and Chinese characters Nan and then to the establishment of the status of national Chinese characters, during this period, the formation and upsurge of Vietnamese people's national identity and national consciousness was developed.
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Pham, Giang, and Timothy Tipton. "Internal and External Factors That Support Children's Minority First Language and English." Language, Speech, and Hearing Services in Schools 49, no. 3 (July 5, 2018): 595–606. http://dx.doi.org/10.1044/2018_lshss-17-0086.
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Purpose Sequential bilingual children in the United States often speak 2 languages that have different social statuses (minority–majority) and separate contexts for learning (home–school). Thus, distinct factors may support the development of each language. This study examined which child internal and external factors were related to vocabulary skills in a minority language versus English. Method Participants included 69 children, aged 5–8 years, who lived in Southern California, spoke Vietnamese as the home language, and received school instruction in English. All participants had at least 1 foreign-born parent, and most mothers reported limited English proficiency. Parents completed a telephone survey, and children completed measures of receptive and expressive vocabulary in each language. Using correlations and stepwise regression, we examined predictors of vocabulary skills in each language that were internal to the child (age, gender, analytical reasoning, phonological memory) or that pertained to the surrounding environment (cumulative exposure, quantity and quality of input/output). Results Vietnamese vocabulary outcomes were related to multiple external factors, of which input and enrichment activities were the best predictors. In contrast, English vocabulary outcomes were related to internal factors, of which age and phonological memory were the best predictors. Parental use of Vietnamese contributed to children's Vietnamese vocabulary outcomes but was not related to children's English vocabulary outcomes. Conclusions Vietnamese exposure does not hinder English development. Children from immigrant families are learning English with or without familial support. Rich and frequent exposure and opportunities for practice are essential for the continued development of a minority first language.
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Nguyen, Nhan Trong, Peter Grainger, and Michael Carey. "Code-switching in English Language Education: Voices from Vietnam." Theory and Practice in Language Studies 6, no. 7 (July 1, 2016): 1333. http://dx.doi.org/10.17507/tpls.0607.01.
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Why do bilingual language teachers and students switch between the two languages in their language classrooms? On the evidence of current research findings in relation to English-Vietnamese code-switching in the educational contexts of Vietnam, this article identifies that classroom code-switching between the second language and the first language has its own pedagogic functions and it can be a valuable language classroom resource to both teachers and learners. In Vietnam, the implementation of the monolingual approach of teaching English-through-English-only faces many challenges such as inadequate classroom resources, students’ low levels of English competence, motivation and autonomy, teachers’ limited English abilities, and inappropriate teaching methods. Many Vietnamese teachers of English support code-switching in the classroom and they teach English through the bilingual approach. English-Vietnamese code-switching is reported not to be a restriction on the acquisition of English; rather, it can facilitate the teaching and learning of general English in Vietnam. This practice of code-switching is not just due to a lack of sufficient proficiency to maintain a conversation in English; rather, it serves a number of pedagogic functions such as explaining new words and grammatical rules, giving feedback, checking comprehension, making comparison between English and Vietnamese, establishing good rapport between teachers and students, creating a friendly classroom atmosphere and supporting group dynamics.
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Trang, Vo Thi Quynh. "Comparing the Order of Multi-Layered Modifiers in English, Chinese and Vietnamese in Language Teaching." Journal of English Language Teaching and Applied Linguistics 3, no. 6 (June 8, 2021): 66–71. http://dx.doi.org/10.32996/jeltal.2021.3.6.9.
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From the cross-linguistic perspective and cognitive linguistic theory, this study has analysed the rules of multi-layered modifiers in English, Chinese, and Vietnamese, pointing out their common points and differences. Although all three languages belong to the SVO (subject-verb-object) type but modifiers in English and Chinese are in front of the core words, which shows that English and Chinese belong to the language in the left branch, but modifiers in Vietnamese, they are behind the core words which shows that Vietnamese belongs to the right branch. All the three languages have one thing in common, whether they are on the left or on the right branch, in which modifiers have the closest relationship with the core words that will stand nearest to them. Other modifiers that have a non-intimate relationship with the core words will stand further away from them. Thus, mastering this feature of the three types of languages will help in language teaching and learning.