Academic literature on the topic 'Vietnamese learners'
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Journal articles on the topic "Vietnamese learners"
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Cunningham, Una. "Models and Targets for the Pronunciation of English in Vietnam and Sweden." Research in Language 7 (December 23, 2009): 113–28. http://dx.doi.org/10.2478/v10015-009-0008-3.
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This paper aims to account for the factors that lie behind the choice of models and targets for the pronunciation of English by learners of English in Vietnam and in Sweden. English is the first foreign language in both Vietnam and in Sweden. English is used as a language of international communication in both settings. Swedish learners have much more exposure to spoken English than do Vietnamese learners and the Swedish language is more similar to English than is Vietnamese. These reasons, among others, explain why Swedish accents of English are typically considerably more intelligible than Vietnamese accents of English. Given that the majority of English speakers in the world are not native speakers, it is argued that the traditional learner target of approaching native speaker pronunciations is not appropriate for either group, but especially not for the Vietnamese learners. Instead maximal international intelligibility is a more useful target. To this end, learners need to be exposed to a variety of native and non-native models.
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Vu, Duy Van, and Elke Peters. "Vocabulary in English Language Learning, Teaching, and Testing in Vietnam: A Review." Education Sciences 11, no. 9 (September 21, 2021): 563. http://dx.doi.org/10.3390/educsci11090563.
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This review paper aims to provide an overview of vocabulary in English language learning, teaching, and testing in Vietnam. First, we review studies on the vocabulary knowledge of Vietnamese EFL learners. Recent research evaluating different aspects of vocabulary knowledge shows that Vietnamese EFL learners generally have limited knowledge of both single words and formulaic language. Next, we discuss contemporary approaches to teaching vocabulary in Vietnam to reveal current issues and provide relevant recommendations. Empirical studies on Vietnamese EFL learners’ vocabulary acquisition are also discussed with an aim to shed light on how vocabulary can be acquired by Vietnamese EFL learners and subsequently draw important pedagogical implications. In addition, we look into the lexical component of high-stakes English tests in Vietnam, calling for more attention to the lexical profiles and lexical coverage of those tests. Finally, we provide concluding remarks and research-informed recommendations for EFL vocabulary learning and teaching in Vietnam to elaborate on how vocabulary can be effectively learned and taught.
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Lap, Trinh Quoc, and Huynh Vuong Uyen Thy. "EFL Teachers’ Challenges in Maximizing Classroom Interaction." Studies in English Language Teaching 5, no. 4 (November 8, 2017): 695. http://dx.doi.org/10.22158/selt.v5n4p695.
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<p><em>Classroom interaction plays a significant role in facilitating learners’ development of communicative competence by making input more comprehensible to learners and maximizing the language input to become learners’ intake (Krashen, 1987; Swain, 1995; Long, 1996; Gass, 1997; Lucha & Berhanu, 2015). Results of related studies reveal a low level of communicative competence of many Vietnamese learners of English, which could result from the lack of opportunities for interaction in Vietnamese EFL classes (Hiep, 2007; Ngoc, 2010; Canh, 2011; Ngan, 2013; Tuyen, 2013; Duy, 2014). This study aims to investigate EFL teachers’ challenges in maximizing classroom interaction. A questionnaire was administered to 50 lecturers from sixteen colleges and universities in the Mekong Delta of Viet Nam to examine their challenges in maximizing classroom interaction. The results of the study show that Vietnamese EFL lecturers encountered challenges related to physical factors or learning conditions, learners’ factors and teachers’ factors as well. Learner-related factors showed to be most significant challenge in this study.</em></p>
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Nguyen, Thong Vi. "Optimality Theory in ESL Phonology: A Practice of Final Consonant Clusters from Vietnamese L1 Speakers." International Journal of Language Teaching and Education 3, no. 1 (July 24, 2019): 20–27. http://dx.doi.org/10.22437/ijolte.v3i1.6178.
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The present study aims to adopt the Optimality Theory to investigate the strategies of pronouncing the final consonant clusters in English by a group of Vietnamese L1 speakers. Vietnamese is a language without the final consonant clusters; therefore, Vietnamese ESL learners tend to have different strategies to pronounce those. Seven Vietnamese graduate students were employed to record their word-list out-loud reading. Each of the consonants occurring in their pronunciation production was considered as one token to be analyzed. The result shows that Vietnamese ESL learners employ five different strategies to generate the final consonant clusters. After that, by adopting the Optimality Theory, this study provides both faithfulness constraints and markedness constraints for each strategy with the attempt to generalize the cases of the final consonant pronunciation of Vietnamese speakers. This study is significant for ESL teachers to understand how the Vietnamese language affects the ESL learners’ final sound pronunciation
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Newton, Jonathan, and Bao Trang Thi Nguyen. "Task repetition and the public performance of speaking tasks in EFL classes at a Vietnamese high school." Language Teaching for Young Learners 1, no. 1 (March 22, 2019): 34–56. http://dx.doi.org/10.1075/ltyl.00004.new.
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Abstract This study investigated the occurrence of language-related episodes (LREs) in interactive tasks performed by pairs of Vietnamese English Foreign Language (EFL) learners and the extent to which linguistic knowledge targeted in these LREs was transferred to subsequent public performance (PP) of the same tasks in front of the class. Task performance data was collected from 24 pairs of learners from six intact grade 11 EFL classes at a Vietnamese high school as they carried out two interactive speaking tasks in consecutive weeks, first privately in pairs and then, within the same lesson, publically in front of the class. Teachers and learners were also interviewed. Results showed LREs to be frequent in task rehearsals. The majority of LREs were resolved correctly by the learners and led to more accurate use of the targeted linguistic items in subsequent public performance. The results and supporting interview data shows how, in this school, the practice of asking learners to repeat the performance of tasks in front of the class positively affected learner engagement and enriched the language learning opportunities available through interactive oral tasks.
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Nghi, Tran Tin, Nguyen Tat Thang, and Tran Huu Phuc. "An Investigation into Factors Affecting the Use of English Prepositions by Vietnamese Learners of English." International Journal of Higher Education 10, no. 1 (September 22, 2020): 24. http://dx.doi.org/10.5430/ijhe.v10n1p24.
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English prepositions play a significant role in helping students form a well-structured sentence in their learning and communicating. To help Vietnamese learners of English acquire their competence, the authors have done survey research to investigate the factors affecting the uses of English prepositions made by Vietnamese learners of English. The population included 200 female and 200 male participants. A total of 400 answers on the questions provided in the 100-question questionnaire were used for hypothesis testing. The items in the survey were given different weights, and the total attainable marks were 100. The results showed that Vietnamese intra-lingual interference strongly affected prepositional sense expressed by Vietnamese EFL learners. Genders, level of learning (low, intermediate, and advanced), writing and speaking, and cognitive embodiment also played a significant role in terms of language transfer, affecting the usage of English prepositions by EFL learners.
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Helms-Park, Rena. "EVIDENCE OF LEXICAL TRANSFER IN LEARNER SYNTAX." Studies in Second Language Acquisition 23, no. 1 (March 2001): 71–102. http://dx.doi.org/10.1017/s0272263101001036.
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This article reports the findings of a study in which transfer of verb properties was investigated via syntactic data elicited from second language (L2) learners. It was hypothesized that a learner's first language (L1) would influence the acquisition of verbs in those L2 semantic classes where so-called L1-L2 translation equivalents could be found. To investigate lexical transfer, the performance of Hindi-Urdu speakers on tests of English causatives was compared with that of Vietnamese speakers, because there are significant differences between causativization patterns in Hindi-Urdu and Vietnamese. To account for proficiency-based variation in performance, learners were placed in one of three levels of lexical proficiency in English, and Mann-Whitney comparisons were made between Hindi-Urdu and Vietnamese speakers at corresponding proficiency levels. It was found that the performance of the Hindi-Urdu and Vietnamese groups differed significantly in several semantic contexts. Generally, the results suggest that there is some transfer of semantic information from the L1 verb lexicon to the emerging L2 verb lexicon. More specifically, the findings suggest that verb properties are transferred selectively and that transfer plays a role in the difficulty or ease involved in the shedding of overgeneralized lexical rules.
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Chi, Do Na. "Should Vietnamese EFL learners have English names." Hue University Journal of Science: Social Sciences and Humanities 128, no. 6B (February 20, 2019): 27. http://dx.doi.org/10.26459/hueuni-jssh.v128i6b.4931.
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<p>In this paper, I investigate the practice of selecting English names of Vietnamese EFL learners at a language center. Although this naming practice is required at the institution for communicative convenience, there are negotiation and exceptions where learners refuse to use English names. Naming is believed to reflect one’s identity, and those learners explicitly indicate numerous reasons their acceptance or refusal of having English names. Observations and interviews with 15 participants in an EFL class were undertaken to explore the attitudes and reasons for their naming practices, and their identity reflection through that practice. The findings reveal that most learners see English names to be more convenient for their native English-speaking teachers and make them feel more westernised, which is in their belief necessary in an EFL setting. On the contrary, some learners would pay such respects to their Vietnamese names which they believe to be meaningful and should be remained. Whether using English names is an act of showing respect or not in EFL settings is also discussed. Also, regardless of genders, the paper reveals the age issue that strongly impacts the naming decision. The paper concludes with suggestions to do proper naming practice among EFL learners not to make this a discontent part in their learning processes.</p>
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Tuan, Do Anh. "INTELLIGIBLE PRONUNCIATION: TEACHING ENGLISH TO VIETNAMESE LEARNERS." VNU Journal of Foreign Studies 37, no. 1 (February 28, 2021): 176. http://dx.doi.org/10.25073/2525-2445/vnufs.4666.
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L1 (first language) phonological transfer in L2 (second/foreign language) learning appears unavoidable; concerns are whether it is positive or negative and which strategies could help to deal with negative transfer. This paper discusses the exploitation of an innovative approach to English pronunciation teaching named the L1 point of reference (L1POR) approach, in which L1 phonological impacts on L2 pronunciation are taken into account in the teaching process. Teaching points and strategies to improve the intelligibility of Vietnamese-accented English are recommended with reference to the L1POR and literature in teaching English as an international language.
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Roe, Jasper, and Dr Mike Perkins. "Learner Autonomy in the Vietnamese EAP Context." Asian Journal of University Education 16, no. 1 (April 27, 2020): 13. http://dx.doi.org/10.24191/ajue.v16i1.8490.
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: This literature review explores the current body of research pertaining to learner autonomy in the Vietnamese English for Academic Purposes (EAP) context, investigating themes and research methodologies, conclusions drawn, limitations and possible avenues for further study and new research directions in the future. We demonstrate that although there are many studies exploring the concept of learner autonomy, the definitions as to how this term is described is not clear throughout the literature, and this is a limitation in the current research field. In addition to this, there is significant evidence suggesting that Vietnamese EAP learners are keen to engage in autonomous learning practices and can demonstrate the self-regulation required to do so, which disagrees with traditional conceptions of Confucian heritage culture learning approaches.
Dissertations / Theses on the topic "Vietnamese learners"
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Le, Ly Huu. "Acquisition of English pronunciation : a study of Vietnamese EFL learners /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1459902631&sid=6&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (M.A.)--Southern Illinois University Carbondale, 2007."Department of Teaching English to Speakers of Other Languages." Includes bibliographical references (leaves 97-102). Also available online.
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Nguyen, Hanh Thi Bich. "Second language reading strategies: Evidence from Vietnamese learners of English." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1440.
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Despite the fact that a considerable body of empirical research has been done to examine the role of metacognitive strategic awareness both in L1 and L2 reading, controversial findings have been reported. In addition, although a substantial number of studies have been conducted to investigate reading strategy use by English learners of various first languages, there is a lack of research involving Vietnamese ESL learners. The present study was designed in order to add to the existing literature new evidence about the second language reading strategies used by Vietnamese ESL learners. Particularly, three main aspects of reading strategy use were investigated: 1) the reading strategies that are most frequently used by Vietnamese ESL learners; 2) the reading strategies that distinguish high achieving readers and low achieving readers; and 3) the reading strategies that are significantly associated with performance on lower order and higher order reading questions. The participants of the study were 32 Vietnamese ESL college students in Vietnam. The research instrument employed two tasks: a fourteen-item reading comprehension test and a five-point Likert scale survey of reading strategies (SORS). The reading test was used to divide the sample into a higher performing group and a lower performing group. The SORS was taken from Mokhtari and Sheorey (2002) and consists of 30 items which measure learners' frequency of use of global, problem solving and support strategies when reading academic materials in English. The data was analyzed through descriptive statistics, multiple independent samples t-tests, and multiple regressions. The frequency analysis revealed a fairly regular use of reading strategies by Vietnamese ESL learners. Of the three types of strategies, support strategies were the most frequently employed, followed by global and problem solving strategies. Regarding strategies used by the higher and lower performing readers, the results revealed significant differences in the use of 5 global and 1 problem solving strategies. In addition, the study found that participants' performance on higher order and lower order reading questions was significantly associated with a set of reading strategies. Specifically, 14 reading strategies were significantly correlated with performance on lower order reading questions and 22 reading strategies with performance on higher order reading questions. These findings have provided new evidence and insight about the use of reading strategies in second language reading, particularly focusing on the relationships between strategy use and reading performance and strategy use and type of reading questions. Especially, the findings about the relationship between reading strategies and performance on lower order and higher order reading questions are novel, which fact, undeniably, requires further research in order for these findings to be validated and expanded. Finally, the present study's findings carry valuable pedagogical implications concerning the design of ESL reading curricula and the practice of teaching ESL reading strategies. Namely, curriculum designers and teachers should take into account the following issues: 1) the universality and uniqueness of ESL learners' preferences for reading strategies; 2) the connection between strategy use and reading performance, and 3) the fact that effective performance on higher and lower order questions is correlated with the use of specific reading strategies.
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Bich, Hanh Nguyen, and n/a. "The expression of number in English and Vietnamese and its implications for teaching." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060720.122923.
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A cross-sectional study of the performance of groups of Vietnamese
learners is reported with focus on how they deal with the expression of
number in English (singular/plural; definite/indefinite) through a cloze
exercise and a translation excercise. This research investigates the
hypothesis that some NP environments facilitate the distinction between
singular and plural, count and mass, and that the context in which a noun
is used can provide positive clues to the choice of number in nouns. It
has been found that transfer of Vietnamese NP structures into English
occurred where the NP environment was not obviously countable or
uncountable, i.e., it has no conspicuous structural signals for number
determination. Transfer was also found where an NP was taken from its
context. The analysis of learners' errors gives some insight into ways in
which the teaching of the number expression can be made more effective
and beneficial for Vietnamese learners. A number of activities were
suggested, which enable the teacher to exploit the advantages of NP
environments to convey the syntactic-semantic properties of number to
learners. Communicative practice of NP structures (e.g., in a
conversation or a role play activity) can make learners aware of different
aspects of the number expression in English. It is argued that the
pragmatic aspect of the number expression is most important as in use,
the syntactic and semantic properties of the category of number are
unified to achieve communicative purposes.
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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.
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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
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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.
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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.
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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.
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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.
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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.
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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.
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Nguyen, Trang Thi Thuy. "THE IMPACT OF BACKGROUND KNOWLEDGE AND TIME CONSTRAINT ON READING COMPREHENSION OF VIETNAMESE LEARNERS OF ENGLISH AS A SECOND LANGUAGE." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/931.
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Reading in a second language is an interesting area of research because the factors affecting reading have brought about much controversy in related theory and research. Particularly, schema theory has raised long-term debate about whether background knowledge facilitates or impedes reading comprehension. In recognition of such issue, the current research was conducted to examine the impact of background knowledge on second language reading comprehension. Additionally, the impact of time constraint on reading comprehension was also investigated. Thirty-one students of intermediate level of English in Le Quy Don high school, Vietnam took part in the study. Four cloze texts, two of familiar topics and two of unfamiliar topics, were administered under the conditions of limited time and unlimited time. The results revealed significantly positive effects of background knowledge and no time constraint on second language reading comprehension. Further, a significant interaction between background knowledge and time constraint was found. These findings have important implications for second language pedagogy in view of standardized and classroom assessment of reading performance. However, the most important finding of this research relates to the significant interaction between background knowledge and time constraint which has not been given due attention in previous research.
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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.
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Lee, Jun-Wei, and 李君薇. "An Interlanguage Complaint Study on Vietnamese CSL Learners." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/76142209174226780734.
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碩士國立雲林科技大學
應用外語系碩士班
101
This study focused on the complaint strategies and the assessment questionnaire performed by 40 native speakers of Chinese, 15 native speakers of Vietnamese and 20 Vietnamese learners of Chinese. The instrument included a written questionnaire in the form of discourse completion test (DCT) and one metapragmatic rating questionnaire to elicit the participants’ response to the 20 situations. The result indicated that CSL learners tended to use establishing the background and requests while native Chinese speakers preferred to use alerter, justification or conveying a sense of urgency. Native Vietnamese speakers tended to use thanks or others to close the conversation. For the second research question, males tended to use proposing a question and requests, and thanks in the end while females tended to use alerter, and conveying a sense of urgency to respond. Lastly, for the interaction effect of group and gender results showed that male CSL learners tended to use establishing a background and requests. On the other hand male Vietnamese native speakers tended to use thanks, requests or others to end the complaints. However, male CSL learners tended not to use thanks, requests and others. For three groups’ metapragmatic complaint rating, significant differences were found in the question of the complainer’s right to make a complaint. In addition, for the effect of gender on three groups’ complaint assessment rating, no significant differences were observed on the rating. Moreover, for the interaction effect of group and gender on complaint metapragmatic rating, there were no significant differences on the rating as well. In order to make complaints appropriately and effectively in the target culture, it is essential for Chinese as second language (CSL) learners to develop their L2 pragmatic competence. The findings are hoped to shed more light on L2 pedagogy of the speech acts.
Books on the topic "Vietnamese learners"
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Lê, Bá Kông. Văn-phạm Anh-văn =: English grammar for Vietnamese learners. Pearland, TX: Zieleks, 1993.
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Mishra, Kusum. Some aspects of the English of Vietnamese immigrants: A case study of selected linguistic features of the interlanguageof four Vietnamese learners of English. Birmingham: University of Birmingham, 1989.
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Từ điển cách dùng tiếng Anh =: Dictionary of English usage : the most practical & useful dictionary for English learners. [Thành phố Hồ Chí Minh]: Nhà xuất bản Trẻ, 2006.
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Nguyễn, Quốc Hùng. Từ điển tiếng Anh thương mại: Dành cho người học tiếng Anh = Business English dictionary : for learners of English. Tp. Hồ Chí Minh: Nhà xuất bản Văn hóa Sài Gòn, 2008.
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Nguyễn, Quốc Hùng. Từ điển tiếng Anh thương mại: Dành cho người học tiếng Anh = Business English dictionary : for learners of English. Tp. Hồ Chí Minh: Nhà xuất bản Văn hóa Sài Gòn, 2008.
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Marshall, S. L. A. 1900-1977., ed. The Vietnam primer: Lessons learned. [New York, NY]: Twin Eagles Ink, 2002.
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Corporation, Rand, ed. The arms debate and the Third World: Have we learned from Vietnam? Santa Monica, CA: Rand, 1987.
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Wettlaufer, John Nichols. Urology in the Vietnam War: Casualty management and lessons learned. Washington, DC: U.S. Army, Medical Dept., Borden Institute, 2005.
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Cossom, M. J. A new world at the library. 2nd ed. Oxford: Oxford University Press, 2009.
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Montgomery, Donna. Driving in the city. 2nd ed. New York: Oxford University Press, 2009.
Find full textBook chapters on the topic "Vietnamese learners"
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Pham, Nhu Luan, and Noriko Iwashita. "Using Corrective Feedback on Writing to Enhance Vietnamese Learners’ Autonomy." In International Perspectives on Teaching the Four Skills in ELT, 205–18. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63444-9_15.
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Cunningham, Una. "Teachability and Learnability of English Pronunciation Features for Vietnamese-Speaking Learners." In Second Language Learning and Teaching, 3–14. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-24019-5_1.
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Matthews, Adam, and Binh Ta. "Applying a National BIM Model to Vietnam’s National Implementation of BIM: Lessons Learned from the UK-Vietnam Collaboration for the Industry." In Lecture Notes in Civil Engineering, 57–66. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0802-8_6.
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Nguyen, Nhung. "The complexity of Vietnamese English-language learners' motivation." In Rethinking Languages Education, 116–34. Routledge, 2020. http://dx.doi.org/10.4324/9781315107974-7.
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Thanh, Trinh Ngoc. "Exploring Innovation in Second Language Writing Teaching." In Technology-Assisted ESL Acquisition and Development for Nontraditional Learners, 63–83. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-3223-1.ch003.
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A general aim of the present study is to address the issue of what constitutes the concept of innovation from teacher cognition in the context of second language (L2) writing. This study presents a qualitative exploration into the innovative teaching practices of six Vietnamese EFL teachers coming from three emphases of L2 writing teaching instruction: L2 writing teaching with an emphasis on (1) language skills development, (2) reading text comprehension, and (3) focused textual features. Employing constant comparative analysis into finding interpretations, this study sets the focus on exploring the teaching background of the participants and the dimension of how teacher self-efficacy has an influence on teacher implementation of innovative L2 writing teaching practices. Findings from the study suggest patterns of teacher concerns and teacher thinking of in their L2 writing teaching practices. Further implications are discussed in line with future research and teaching development.
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Fägersten, Kristy Beers. "A Case Study of a Distance Degree Program in Vietnam." In Cases on Professional Distance Education Degree Programs and Practices, 233–57. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4486-1.ch009.
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The English Department at Högskolan Dalarna, Sweden, participates in a distance-learning program with the Faculty of Education at Vietnam National University. Students who enroll in this program are teachers of English at secondary or tertiary institutions, and will study half time for two years to complete a Master’s degree in English Linguistics. The distance program, adapted specifically to accommodate the Vietnamese students in terms of cultural differences as well as inexperience with distance methodology, is characterized by three design features: testing, technical training, and fostering a community of learners. The design of the courses also reflects a learner-centered approach that addresses common problem areas in distance education by promoting interactivity. Central to the overall program is the maintenance of different channels of communication, reflecting an effort to support the students academically and socially, both as individuals and members of a learning community. In this way, the effects of physical and cultural distances are minimized.
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Varzally, Allison. "Introduction." In Children of Reunion. University of North Carolina Press, 2017. http://dx.doi.org/10.5149/northcarolina/9781469630915.003.0001.
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Born to an American man and Vietnamese woman in 1970, Trista immigrated to the United States and was adopted by a young American couple, Nancy and Chuck Kalan, in 1973 after she and her younger brother, Jeffrey, spent a year in the care of a Vietnamese foster family. Although Nancy would eagerly accept and manage the details of Trista’s adoption, her husband, a veteran of the Vietnam War, had initiated their plans. Trista recalled her fear and shyness on meeting her new parents. “When I first saw my father, I cried,” she explained, “because he had a full beard and I wasn’t used to the facial hair.” Moreover, as a four-year-old, “I still had memories of my family,” she related. These memories would become less vivid over time as Trista learned English, became acquainted with American foods, and integrated into the mostly white community of Feasterville, Pennsylvania, but she retained cultural, political, and familial ties to Vietnam through regular contact with Jeffrey, who was adopted into the household of Trista’s aunt and raised as her cousin, as well as her foster family, who departed Vietnam among a wave of refugees and resettled in the Kalans’ household in 1975. Despite relationships and exposure that could have reinforced a Vietnamese identity, she admitted, “I probably actually repressed any of my culture and heritage growing up because I just wanted to fit in.”...
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Norland, Patricia D. "Thanh." In The Saigon Sisters, 3–34. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501749735.003.0001.
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This chapter focuses on Thanh as one of the nine Vietnamese women known as the Saigon sisters, who were born in the early 1930s and attended Lycée Marie Curie. It describes Thanh as one of the most politicized of the sisters and an unexpected figure in the maquis for revering the language and culture of the French colonialists against which she chose to fight. It also details Thanh's transformation from being the child of Saigon's elite to joining the resistance against the French. The chapter shares specific events in Thanh's youth and her reflection on the toll that joining the maquis took on her family. It discusses how Thanh reveled in French novels, poems, movies, plays, and even, entertainment magazines as a child, as well as how she learned about American culture through her passion for movies.
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Kilcullen, David. "Conceptual Envelopment." In The Dragons and the Snakes, 167–215. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190265687.003.0007.
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This chapter discusses China’s evolution and adaptation since the Cold War, surveys the evolution of Chinese forces, offers case studies of the Sino-Vietnamese War and the South China Sea, introduces and analyzes the concept of conceptual envelopment as it relates to China, discusses the transformative effect of China’s emergence as a global oceanic and maritime power, and explores the concept of unrestricted warfare and China’s Three Warfares doctrine. It argues that, in the quarter century since 1993, China has learned by watching the West struggle in the post-Cold War era, and has taken advantage of Western preoccupation with terrorism since 2001. The 1991 Gulf War, the 1996 Third Taiwan Strait Crisis, and the 1999 bombing of the Chinese Embassy in Belgrade prompted strategists in Beijing to shift from a peacetime, concept-led adaptation process to a wartime, reactive approach that treats the United States as a “pacing threat.”
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Phan, T. T. Huyen, and M. Obaidul Hamid. "Learner autonomy in foreign language policies in Vietnamese universities: an exploration of teacher agency from a sociocultural perspective." In Language Policy and Planning in Universities, 222–39. Routledge, 2018. http://dx.doi.org/10.4324/9780203732106-14.
Full textConference papers on the topic "Vietnamese learners"
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Sennema, Anke, and Silke Hamann. "Vietnamese Learners Tackling the German /ʃt/ in Perception." In Interspeech 2019. ISCA: ISCA, 2019. http://dx.doi.org/10.21437/interspeech.2019-2832.
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Ding, Yiran, Wang Dai, Kaiqi Fu, Yanlu Xie, and Jinsong Zhang. "A comparative study of rhythmic patterns in non-native Mandarin speech by Russian, Japanese and Vietnamese learners." In 10th International Conference on Speech Prosody 2020. ISCA: ISCA, 2020. http://dx.doi.org/10.21437/speechprosody.2020-110.
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Ando, Shintaro, Zhenchao Lin, Tasavat Trisitichoke, Yusuke Inoue, Fuki Yoshizawa, Daisuke Saito, and Nobuaki Minematsu. "A Large Collection of Sentences Read Aloud by Vietnamese Learners of Japanese and Native Speaker's Reverse Shadowings." In 2019 22nd Conference of the Oriental COCOSDA International Committee for the Co-ordination and Standardisation of Speech Databases and Assessment Techniques (O-COCOSDA). IEEE, 2019. http://dx.doi.org/10.1109/o-cocosda46868.2019.9041215.
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Trinh Nguyen, Thi Hoai, Viet An Kieu, and Thi Cam Nhung Dao. "THE EFFICIENCY OF PUBLIC HIGHER EDUCATION INVESTMENT ON ECONOMIC GROWTH IN VIETNAM." In 6th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/eraz.s.p.2020.53.
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The purpose of this article is to evaluate the efficiency of public higher education investment in Vietnam’s economic growth through data reports from the Ministry of Education and Training, Ministry of Finance, the General Statistics Office, and the primary investigation of the authors. The paper focuses on an in-depth analysis of the costs of investing in higher education, such as state budget spending on higher education, the impact of budget expenditure on growth, individual investment (household) investment in public higher education, social costs for higher education public study, and average social cost for one learner. From the above analysis, the authors will present employment status and the impact of the problem on both economic growth and the average income of workers by technical expertise. Besides, the authors will compare the situation of investment in higher education and the economic growth rate of Vietnam to some countries in Southeast Asia. From there, the authors will determine the limitations of this impact process. Based on that, the authors will propose some solutions to improve the efficiency of investment in public higher education for Vietnam’s economic growth.