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Journal articles on the topic 'Vietnamese learners'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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3

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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7

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.

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Huyen, Nguyen Thanh. "Contrastive Analysis of Consonants in English and Vietnamese." Journal of English Language Teaching and Applied Linguistics 3, no. 6 (June 8, 2021): 58–65. http://dx.doi.org/10.32996/jeltal.2021.3.6.8.

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Language is an intensely indispensable tool. It has tremendous functions in communication. One is communicating and conveying messages, thoughts and ideas, feelings, insights, and mental treasures and values of a communicative society. Also, it enhances and strengthens fellowships, companionships, relationships and economic and cultural cooperation. However, language is very indistinct, unclear and confusing. This contrastive linguistics analysis will compare the consonants between English and Vietnamese. Thus, the author synthesizes stored information from various sources to compare differences in consonants between English and Vietnamese in comparative points. Then, some implications and discussion would be drawn for teaching English pronunciation, aiming at helping English learners pronounce like native speakers. The findings show that there are significant differences between English and Vietnamese consonants. This paper is intended to help teachers and English learners review English and Vietnamese consonants to minimize mistakes in their pronunciation, accommodating learners to build their confidence to communicate in L2.

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Tran, Vinh Thuy. "About the transmission of cultural knowledge in teaching Vietnamese to foreign students." Science and Technology Development Journal 16, no. 3 (September 30, 2013): 97–107. http://dx.doi.org/10.32508/stdj.v16i3.1650.

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This paper discusses the relationship between language and culture, the goals and the approaches to convey culture in language teaching in order to improve linguistic competence and intercultural communicative competence for learners. The paper also presents a number of methods and contents to convey culture in teaching Vietnamese for foreign learners; to clarify the socio-cultural communication information, the typical utterances or behavior patterns which are used in communication as well as cultural features which are reflected in Vietnamese vocabulary; and at higher step to assist students in naturally expressing this sociocultural knowledge in the Vietnamese language.

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Đào, Đích Mục, and Anh-Thư T. Nguyễn. "Korean L2 learners’ perception and production of Vietnamese tones." Journal of Second Language Pronunciation 5, no. 2 (September 17, 2019): 195–222. http://dx.doi.org/10.1075/jslp.17011.dao.

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Abstract This study investigated the production and perception of Vietnamese tones by Korean second language (L2) learners [n = 11], comparing their performance in an Imitation task to that in Identification and Read-Aloud tasks. The results showed that the Imitation task was generally easier for Korean speakers than the Identification and Read-Aloud tasks, suggesting that imitation was performed without some of the skills required by the other two tasks. The result on tonal F0 range and speakers’ tonal range showed that the Korean leaners have significantly narrower tonal F0 range than control Vietnamese speakers [n = 11]. The results of error pattern analysis and tonal transcription in this study also suggested the effects of phonetic realizations of lexical tones in Vietnamese that are in interaction with language transfer from Korean phonology.

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Phuong, Cao Thi Hong. "Language learning experience of two Vietnamese language adult learners." EduLite: Journal of English Education, Literature and Culture 3, no. 2 (September 2, 2018): 101. http://dx.doi.org/10.30659/e.3.2.101-109.

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In-depth research on Second Language Acquisition (SLA) has shed light on different factors affecting learners� process of learning an additional language (AL). The well-researched factors may include age, inter-linguistic influences, language aptitude, cognition, motivation, and so forth. This case study report compares two adult learners� language learning experiences from social and cognitive SLA perspectives. The key findings reveal that both of the learners mostly relied on three significant factors such as motivation, learners� identity and inter-linguistic influences to acquire the language. From the findings, the paper then suggests some pedagogical implications to maximize the effectiveness of English classroom practices.

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Nguyen, Thi Quyen. "Factors Affecting Pronoun Resolution by Vietnamese EFL Learners." Korean Journal of Applied Linguistics 33, no. 1 (March 31, 2017): 111. http://dx.doi.org/10.17154/kjal.2017.3.33.1.111.

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Phuong, Huyen Thi Thanh. "Gamified Learning: Are Vietnamese EFL Learners Ready Yet?" International Journal of Emerging Technologies in Learning (iJET) 15, no. 24 (December 22, 2020): 242. http://dx.doi.org/10.3991/ijet.v15i24.16667.

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Given the strong empirical evidence in the field of education that confirms the relationship between the application of game elements and increased learning motivation, gamification has recently become a concept that starts drawing attention in the field of English language teaching (ELT). However, the topic of gamification is still under-presented in ELT research, especially in English as a foreign language (EFL) contexts. The current research ex-plores the extent to which Vietnamese EFL learners are familiar to online gamification tools and their attitudes toward online-based gamified learn-ing. The study draws on data collected from survey questionnaires and fo-cus group interviews. Participants involved 147 students who participated in the survey; 12 volunteers among the surveyed students joined focus group interviews. The findings indicate that gamification has started taking a certain role in English learning both within and beyond classrooms. Also, students’ attitudes towards gamified learning are positive. Pedagogical im-plications regarding the application of gamified learning in improving the efficacy of English education in Vietnam and similar EFL contexts are also discussed.

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Humphreys, G., and M. Wyatt. "Helping Vietnamese university learners to become more autonomous." ELT Journal 68, no. 1 (October 24, 2013): 52–63. http://dx.doi.org/10.1093/elt/cct056.

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Tran Thi, Tham. "A QUANTITATIVE RESEARCH OF PARENTING STYLE TO PRESCHOOL CHILDREN." Journal of Science Educational Science 65, no. 12 (December 2020): 148–54. http://dx.doi.org/10.18173/2354-1075.2020-0119.

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This study adopted a mixed method integrating corpus techniques and error analysis to investigate Vietnamese EFL learners’ use of conjunction in English writing. The participants were ten-graders of a Hanoi-based high school. The results showed that additive and causal conjunctions were the most frequently used types, and the students encountered challenges mostly in using adversative and causal conjunctions. Besides, omission and misformation are the most common types of errors in the learners’ use of conjunction. Both interference from first language and intra-lingual factors were found to be the sources of the learners’ errors. Finally, several implications for teaching and learning conjunctions in Vietnamese high school context were drawn.

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Saito, Arifumi. "Factors Influencing EFL Learners’ Attitudes toward English Varieties." International Journal of Language and Literary Studies 3, no. 2 (June 29, 2021): 277–89. http://dx.doi.org/10.36892/ijlls.v3i2.623.

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This study explores how intercultural communication and the knowledge of ‘English as an International Language’ (EIL) affect EFL learners’ perception and attitudes toward “non-native” English varieties. Since EIL encourages non-native English speakers to use their own English with expressions reflecting their cultures and identities, introducing EIL in EFL classes is expected to lead EFL learners to positively change their mindset for English varieties and enhance their confidence in their own English. In this research, Japanese and Chinese/Vietnamese college students were divided into two groups and assigned different readings (EIL vs. non-EIL readings) before the discussion on English varieties. After the intercultural communication, participants were asked to write about their ideas on EIL, and their reflective writings were qualitatively analyzed to examine how the knowledge of EIL would influence the students’ attitudes toward English varieties. As a result, the Japanese students who did the EIL readings showed a positive attitude toward “non-native” English varieties, including ‘Japanese English’. In contrast, the Chinese and Vietnamese students showed a negative attitude toward them across the board even after learning about EIL. We aim to investigate the reasons and backgrounds of the results including what makes the difference between the Japanese and the Chinese/Vietnamese students.

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Bui, Thien Sao. "PRONUNCIATION OF CONSONANTS /ð/ AND /θ/ BY ADULT VIETNAMESE EFL LEARNERS." Indonesian Journal of Applied Linguistics 6, no. 1 (July 29, 2016): 125. http://dx.doi.org/10.17509/ijal.v6i1.2744.

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<p>This study examined the pronunciation of consonants /ð/ & /θ/ by adult Vietnamese learners of English. Ten adult Vietnamese learners of English were selected to be the sample for the audiotape observation, which aimed at identifying the participants’ mistakes in pronouncing /ð/ and /θ/. Secondly, 115 learners of English in Vietnam were asked to complete a questionnaire regarding the causes of their pronunciation errors. The findings indicated that substitution phenomenon was a dominant problem in the students’ pronunciation of /θ/ and /ð/. The most outstanding problem in pronouncing the consonant /θ/ was replacing this sound by Vietnamese /t‘/. With regards to /ð/ sound, it was most frequently mispronounced as /z/. Besides, there was a new kind of mistake found: it was the tendency to pronounce /dʒ/ instead of /ð/, which has not been reported ever. Apart from that, participants also confirmed some causes of their erroneous pronunciation. As perceived by the learners themselves, the most popular causes of their problems were the lack of English exposure and practice, which implicated that an effective environment for using English was highly necessary.<br /><br /></p>

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Tran, Thi Mai Thi, and Aiden Yeh. "Keeping it Real: Vietnamese-English Pragmatic Representations in EFL Textbook." International Journal of Language and Literary Studies 2, no. 1 (March 16, 2020): 1–20. http://dx.doi.org/10.36892/ijlls.v2i1.105.

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For non-native English learners to successfully manage authentic intercultural and international communication, their pragmatic competence should be considered as fundamental as their linguistic capacity (Bachman, 1990). As the foundation for developing language skills, English textbooks provide EFL learners with preliminary exposure to real-life situated pragmatic interactions. However, there is limited empirical research on the authenticity and appropriateness of the pragmatic representations in Vietnamese EFL textbooks at present. To fill in the gap, this paper provides a content analysis designed to quantitatively and qualitatively investigate a cross-culturally written textbook used for secondary EFL learners in Vietnamese context. It aimed to examine (1) types and distribution of speech acts the textbook covered, (2) meta-pragmatic information accompanying the linguistic realizations of those speech acts, and (3) appropriateness and authenticity of such pragmatic representations in relation to Vietnamese social context. The results revealed a variety of speech acts introduced in the contents but also highlighted their problematic distribution and sequence. Despite their occurrences, the linguistic patterns to achieve the speech acts were limited and accompanied by decontextualized and oversimplified meta-pragmatic information. From a Vietnamese cultural perspective, the attempts to reflect Vietnamese conventions of daily communication were spotted but the inappropriateness of the linguistic choices in the real social interactions was also indisputable. Therefore, some pedagogical implications were suggested to further improve the EFL textbook, reflecting the authentic social encounters rather than disseminating the textbook writers’ prescribed fictitious responses.

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Tran, Thi Minh Phuong, and Phuong Dzung Pho. "A Case Study of How Visually Impaired Learners Acquire Language." Ethical Lingua: Journal of Language Teaching and Literature 7, no. 1 (March 26, 2020): 1–10. http://dx.doi.org/10.30605/25409190.97.

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The field of second language acquisition has grown enormously in the past decades. Many studies have been done on how learners acquire English as a second language; however, research on how visually impaired learners acquire English as a second or foreign language has been relatively scarce. It is even more difficult to find such studies in Vietnam. Based mainly on in-depth interviews with two visually impaired Vietnamese adults who have been successful in acquiring English, the present study seeks to answer two main questions: (1) How Vietnamese visually impaired learners acquire English as a second language; (2) What difficulties they have in learning English, and how they overcome their difficulties. The findings of the present study can contribute to the theory of second language acquisition and language teaching. The study can also provide strategies for practicing and learning a language not only for visually impaired learners but also for second language learners in general.

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Oh, Soo-Jin. "Demotivation Factors and Remotivation Factors in Vietnamese Korean Learners." Teaching Korean as a Foreign Language 56 (February 28, 2020): 205–34. http://dx.doi.org/10.21716/tkfl.56.8.

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Lee, Duyong. "The Production of Korean Stops by Vietnamese Beginner Learners." Korean Linguistics 82 (February 28, 2019): 73–94. http://dx.doi.org/10.20405/kl.2019.02.82.73.

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LEE, Duyong. "The Perception of Korean Stops by Vietnamese Beginner Learners." Bilingual Research ll, no. 72 (September 2018): 165–85. http://dx.doi.org/10.17296/korbil.2018..72.165.

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Anh, Nguyen Thi Quynh, and Kyoungpyo Kim. "A teaching method of ‘–deora’ for Vietnamese–native learners." Journal of the International Network for Korean Language and Culture 15, no. 2 (August 31, 2018): 255–76. http://dx.doi.org/10.15652/ink.2018.15.2.255.

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Vo, Tran B. "Sociocultural factors in the success of Vietnamese English learners." Westcliff International Journal of Applied Research 2, no. 1 (April 1, 2018): 90–110. http://dx.doi.org/10.47670/wuwijar201821tv.

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This research paper analyzes the current English learning and teaching situation in Vietnam through collated data from both primary and secondary sources. The primary sources were taken from the survey entitled, “Factors influencing Vietnamese learners’ success in learning English” (see Appendix A). The survey asked participants to describe their demographics and opinions about teaching and learning English in Vietnam. The participants consisted of the author’s living and teaching network, which was comprised of 31.8% acquaintances and 68.2% students at the Premier Language School. The secondary sources were compiled from scholarly articles, news, books, and online sources. These sources provide a broad scope when looking into the country’s identified issues concerning English learning and teaching.

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전형길 and 국지수. "A study on aspect of Korean learners’ listening strategies use －Focusing on comparing Chinese Learners and Vietnamese learners－." KOREAN EDUCATION ll, no. 110 (March 2017): 281–303. http://dx.doi.org/10.15734/koed..110.201703.281.

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Phung, Pho Cuong. "Discussion of "xia" in Chinese from Semantics Perspective: Suggestions for Vietnamese Learners." Journal of English Language Teaching and Applied Linguistics 3, no. 6 (June 8, 2021): 127–30. http://dx.doi.org/10.32996/jeltal.2021.3.6.18.

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Chinese is a broad and profound language, especially in terms of vocabulary, in which a word can have different meanings. Therefore, it is inevitable to cause a considerable obstacle to learners. "下" (xia) is a very specific example mentioned above. This article semantically touches on the similarities between Chinese and Vietnamese in terms of meaning and differences between the Chinese "下" and the Vietnamese "dưới" by reviewing and applying a contrasting method. As a result, a number of relevant guidance will be given for both teachers and learners via the findings. The study concludes with some appropriate teaching strategies to enhance teachers’ teaching ability.

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Van Canh, Le. "Remapping the teacher knowledge-base of language teacher education: A Vietnamese perspective." Language Teaching Research 24, no. 1 (June 7, 2018): 71–81. http://dx.doi.org/10.1177/1362168818777525.

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Situated in the Vietnamese context, this article argues that rather than sideline knowledge of learners in favour of subject matter knowledge and pedagogical content knowledge as the basis of the knowledge base of LTE, prominence should be given to knowledge of learners if teachers’ competence to teach responsively is desired.

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Hồ Sĩ Thắng, Kiệt. "The effect of learner autonomy on English proficiency of non-English major students." Journal of Science and Technology Issue on Information and Communications Technology 12, no. 133 (December 31, 2018): 38. http://dx.doi.org/10.31130/jst-ud2018-331e.

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Learner autonomy (LA) has been considered to be one of the important goals in education. This article investigates the effect of LA on English proficiency (EP) of non-English major students. 635 Vietnamese students from five member universities of the University of Danang completed the questionnaire on LA. The collected data was compared with the scores of their English language course. The results show that there are overall positive and significant correlations between LA and their EP. However, while there are significant correlations between LA and EP among high proficiency learners, such correlations do not exist among low proficiency learners. The results also indicate that LA can predict students’ EP. The study suggests that students should be aware of the importance of LA and empowered to take charge of their own learning process to enhance their language proficiency. Also, LA may be used by university administrators to predict learners’ academic potential.

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Tran, Du Thanh. "Teaching assimilations to improve listening skills for Vietnamese students." Vietnam Journal of Education 4, no. 4 (December 30, 2020): 88–92. http://dx.doi.org/10.52296/vje.2020.85.

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Few would deny that at the very first stage of learning, language learners have to spend most of their time on practising listening skills in communication inside and outside class. They have to listen to others speaking, listen to themselves while talking and even implicitly while reading and writing. Listening is an important way of acquiring the language as well as picking up the structures and vocabulary. With a careful observation of the current situation of Vietnamese learners’ listening competencies and a thorough review of reference materials in English language teaching and learning, it is hoped that the study will help heighten students’ awareness of the problematic sounds that they encounter when listening to colloquial, casual and connected speech.

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Kim, Seong-hwan. "Use of sympathetic responses in telephone conversation by Vietnamese learners." Hanminjok Emunhak 81 (September 30, 2018): 39–59. http://dx.doi.org/10.31821/hem.81.2.

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Bae Yang-Soo and Đào Mục Đích. "SOME NOTES TO TEACH PRONUNCIATION TO KOREAN LEARNERS OF VIETNAMESE." 동남아연구 24, no. 3 (January 2015): 281–306. http://dx.doi.org/10.21485/hufsea.2015.24.3.011.

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Nam, Eunyoung, Sookjin Lee, Hyeran Park, and Miseon Jang. "Analysis of Domestic Research Trends on Vietnamese Korean Language Learners." Journal of the International Network for Korean Language and Culture 16, no. 1 (April 30, 2019): 97–129. http://dx.doi.org/10.15652/ink.2019.16.1.97.

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Tomlinson, Brian, and Bao Dat. "The contributions of Vietnamese learners of English to ELT methodology." Language Teaching Research 8, no. 2 (April 2004): 199–222. http://dx.doi.org/10.1191/1362168804lr140oa.

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Le Thi Cam Nguyen and Paul Nation. "A Bilingual Vocabulary Size Test of English for Vietnamese Learners." RELC Journal 42, no. 1 (February 28, 2011): 86–99. http://dx.doi.org/10.1177/0033688210390264.

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Shim, Jaehwang. "Supportive Moves on Request for Vietnamese Learners of Korean Language." Korean Society of Culture and Convergence 42, no. 3 (March 30, 2020): 265–86. http://dx.doi.org/10.33645/cnc.2020.03.42.3.265.

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Jang, Hye-jin. "Acoustic analysis of Korean word-initial stops in Vietnamese learners." Society Of Korean Language And Literature 62 (September 30, 2018): 375–400. http://dx.doi.org/10.15711/wr.62.0.12.

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Nguyen, Thuy Thi Thanh, and Yukawa Takashi. "Mobile Devices Applied in Self-Studying English as a Foreign Language Among Non-Native Students in Vietnam and Japan." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 09 (May 4, 2021): 70. http://dx.doi.org/10.3991/ijim.v15i09.19993.

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<p class="Affiliation"><strong>Abstract – </strong>In the era of technology, learning can be supported with mobile devices inside and outside of the classroom. In the hope of taking advantage of technology advances, teachers worldwide have integrated technologies into teaching to effectively deliver lesson content and address students’ needs. However, few non-native learners are exposed to mobile devices to optimize self-studying English outside the classroom. Thus, the present paper conducts a case study to look into mobile devices’ applications to enhance self-studying English as a foreign language. The study participants included 26 Japanese and Vietnamese learners divided into two groups over 15 weeks. Quantitative and qualitative methods were used to analyze and compare the results with R-Studio statistics software. The present study sought to encourage collaboration and foster the autonomy of learners with mobile devices’ assistance as supporting language self-learning tools. The findings of the present research will be discussed in terms of the efficiency and potentials of mobile devices as supportive tools outside of classroom activities among Vietnamese and Japanese students as non-native learners of English.</p>

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Nguyen, Tri Minh, and Trang Xuan Phuong Dao. "Learners’ Difficulties in Self-evaluation in English Vietnamese Translation Quality Assessment." International Journal of Linguistics, Literature and Translation 3, no. 10 (2020): 156–63. http://dx.doi.org/10.32996/ijllt.2020.3.10.18.

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The field of English translation and interpretation has shown an increasing popularity in Vietnam in the context of globalization. However, translation in the target culture still has a certain number of problems in transferring the equivalence between two languages, which causes some ambiguities and misunderstandings for readers (House, 2015). Hence, translation quality assurance is significant in ensuring the degree of suitability of the texts as a post-translation process (Munday, 2016). This paper aimed to investigate the difficulties of English majors of translation and interpretation in assessing the quality of texts translated from English to Vietnamese during the learning process on an independent basis. The study employed the mixed method with 50 fourth-year students at Nguyen Tat Thanh University via questionnaires. The findings revealed that those majors had to deal with five main groups of troubles including (1) time constraints, (2) non-equivalence between English and Vietnamese, (3) insufficient cultural understandings, (4) inadequate supports from lecturers, and especially (5) the lack of official framework for translation quality assessment. This paper also proposes the fundamental for university curriculum developments from the learners’ perspectives.

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Anh, Lưu Tuấn. "Vietnamese Language Teaching For International Students in Vietnam Through Cultural Tourism Activities." International Journal of Social Sciences and Humanities Invention 6, no. 12 (December 27, 2019): 5774–81. http://dx.doi.org/10.18535/ijsshi/v6i12.05.

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At the present, there are many researches on Vietnamese language teaching methods for international students. However, the study on the organization of cultural tourism activities for international students as a visual teaching Vietnamese method is almost rare. This article approachs the Vietnamese language teaching for international students in Vietnam through cultural tourism activities not from the perspective of teaching language or linguistics but from the interdisciplinary research perspective. Therefore, the article has certain practical and scientific values contributing to the system of studies on teaching Vietnamese for international students in Vietnam. The article’s content emphasizes the cultural messenger role of Vietnamese language teachers who directly teach and guide tours for international students in their interactions with learners. At the same time, the article also develops a process for the application of cultural tourism activities in Vietnamese language teaching to international students. The research methods used in the article include method of system-structuralism, observation method, material analysis method and interdisciplinary research approach. They will be appropriately and flexibly applied in the article to clarify the points that the topic mention.

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Huong, Truong Thi Lan. "Expressions of indirect refusal in Vietnamese (compared with Russian)." Science & Technology Development Journal - Social Sciences & Humanities 5, no. 2 (June 2, 2021): first. http://dx.doi.org/10.32508/stdjssh.v5i2.670.

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In Pragmatics, verbal behavior is a behavior that is most interested by many linguists. One of the behaviors is the act of rejection, the universal behavior of all languages. In intercultural conversations, the act of rejection is a very important behavior. Politeness in communication is a general principle in the social interaction of each culture. It is not easy to be polite when performing the acts of refusing without losing the other person's face. Refusal is a common act in communication, especially in intercultural communication. In the case that the proposed invitations, suggestions or requests, etc. are not suitable to receive, refusal in a proper manner is needed. Moreover, choosing the form of indirect refusal is an effective way of responding. They both express the declination of requests and the face saving for the listener. Based on literary works either published or uploaded onto the internet, this study focuses on formulas expressing indirect refusals in Vietnamese (compared with Russian). Thereby, contributing to the efficiency enhancement of the learning of this speech act used for both Vietnamese learners of the Russian language and Russian-speaking learners of the Vietnamese 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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장선미 and Seonjung Kim. "The study of setting the hierarchy of difficulty for Vietnamese learners." Journal of Education & Culture 23, no. 5 (October 2017): 395–414. http://dx.doi.org/10.24159/joec.2017.23.5.395.

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Min, Hae-Kyung, and Jin-Hyeon Jeong. "An Analysis of Demotivating Factors for Vietnamese Learners of Korean Language." Journal of Koreanology 72 (August 31, 2019): 203–19. http://dx.doi.org/10.15299/jk.2019.08.72.203.

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Ha, Xuan V. "Explanations of Request Formulations by Vietnamese Learners of English in Australia." Language Education in Asia 6, no. 1 (September 27, 2015): 58–70. http://dx.doi.org/10.5746/leia/15/v6/i1/a6/ha.

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Nguyen, Thi Khanh Doan, Steven Pickford, and Barbra McKenzie. "Understanding Resistant Vietnamese Learners of English from an Activity Theory Perspective." Language Education in Asia 7, no. 1 (September 27, 2016): 32–43. http://dx.doi.org/10.5746/leia/16/v7/i1/a04/nguyen_pickford_mckenzie.

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Jang, Hye-jin. "Experimental Study on the Korean Monophthongs by Vietnamese Advanced Korean Learners." Korean Linguistics 80 (August 31, 2018): 211–34. http://dx.doi.org/10.20405/kl.2018.08.80.211.

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Lee, Jeehae, and Sumi Kim. "Reading-Writing Relationships of Vietnamese KSL learners : Focusing on Academic Texts." Language and Culture 14, no. 3 (August 30, 2018): 149–75. http://dx.doi.org/10.18842/klaces.2018.14.3.7.

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