Tạp chí của Trường Đại học Ngoại ngữ - Đại học Quốc gia Hà Nội
UNVEILING TABOO TRANSLATIONS INTO VIETNAMESE: SUBTITLING STRATEGIES IN “THE SHAWSHANK REDEMPTION”
This study explores subtitling strategies employed in translating taboo words within the film The Shawshank Redemption into Vietnamese. Employing a mixed-methods approach involving both quantitative and qualitative analyses, the research systematically collects and categorizes taboo words in the film and evaluates the corresponding translation strategies employed in Vietnamese subtitles. Six strategies, including Taboo for Taboo, Omission, Euphemism, Direct translation, Substitution, and Translation by more general words, are identified. The predominant use of the Taboo for Taboo strategy is highlighted, allowing the translator to preserve the original expressive impact while ensuring comprehension in the target language. Despite its efficacy, the Taboo for Taboo strategy encounters cultural constraints. The research advocates prioritizing this approach to maintain fidelity, acknowledging challenges related to censorship and adherence to target language norms. The study underscores the sophisticated nature of translating taboo expressions, considering contextual factors, translation purpose, and intended message. Emphasizing the underexplored nature of offensive language in Audiovisual Translation, particularly in subtitling, the study underscores the pivotal role of taboo words in character portrayal and emotional expression. The call for further research in Vietnamese subtitled translations aims to provide valuable insights for navigating the challenges posed by low register expressions. The study concludes by advocating for a well-adjusted approach that upholds fidelity while addressing the intricacies of language and cultural sensitivity in subtitling, contributing to a deeper understanding of the complexities involved in translating taboo words in audiovisual content.
A CONTRASTIVE ANALYSIS OF ENGLISH AND VIETNAMESE PROTOTYPE STRUCTURES
Categorisation is a central issue in Cognitive Linguistics, which is argued to be one of the primary principles of conceptual and linguistic organisation (Croft & Cruse, 2004). Classical categorisation and the prototype theory are two general approaches to categorisation. Since the classical categorisation approach was claimed to have certain drawbacks, most linguists working within the experimentalist mode of explanation use prototype categorisation as their primary way to account for their data. However, is the way people categorise items around them consistent across different cultures? This paper attempts to shed light on the answer to this question by comparing the prototype structures of four categories - bird, furniture, fruit, and vehicle - between English and Vietnamese. In order to find out the similarities and differences, the questionnaire data from 92 Vietnamese participants were collected to survey their rating of the goodness of exemplars. The data were then analysed by Google Form and compared to the available data from English respondents in the previous study of Rosch and Mervis (1975). Results revealed that the prototype structures were similar and different across the two cultures. That is why the teaching and learning of vocabulary should take into account cultural sensitivity.
CONCEPTUAL “HEART” METAPHORS IN AMERICAN MOMMY BLOGS
Based on the Conceptual Metaphor Theory (CMT), this study investigates the use and conceptualization of “heart” metaphors in the self-built corpus of 500 American mommy blog posts in 2021-2022 using some corpus tools namely word sketch and concordance lines. The study aims at exploring the different ways of conceptualizing the metaphorical expressions and the frequency of each category of “heart” metaphor. The results show that HEART IS AN OBJECT is the most common metaphor in the mommy blog corpus, followed by HEART IS A CONTAINER and HEART IS A PERSON.
THE COMMON ORIGIN OF CHINESE CALLIGRAPHY AND PAINTING
Both calligraphy and painting are distinctive forms of art in China, sharing a common origin, brush techniques, aesthetic principles, and evolving into an inseparable unified entity. The combination of Chinese calligraphy and painting not only diversifies technically but also nurtures the creative thinking of the creator, promotes the innovation and development of Chinese painting and calligraphy. Simultaneously, it leverages the cultural influence of the East on the global art stage. Within the framework of this article, through synthesis and analysis, we have elucidated the concept of “homology of calligraphy and painting” from both theoretical and practical perspectives, as well as the relevant characteristics and connotations of painting and calligraphy.
EXPLORING LECTURERS’ PERCEPTION ON EAR-VOICE SPAN FACTORS IN PROFESSIONAL SIMULTANEOUS INTERPRETING AND ITS PEDAGOGICAL IMPLICATIONS
The study delves into the concept of Ear-Voice Span (EVS) - the time lag between the comprehension of the source utterance and its vocalization in the target language in professional simultaneous interpreting (SI). Through a blend of quantitative and qualitative research methods, including questionnaires and in-depth interviews, the study investigates the perceptions of interpreting teachers at a university under Vietnam National University, Hanoi on EVS factors, including speech delivery rate, information density, speech type, speaker’s speaking style, language pairs, language direction, technical problems, memory, available information, linguistic resourcefulness. The diversity in the responses highlights the multifaceted nature of SI and underscores the need for a nuanced approach in interpreter training. Furthermore, the study reveals how the interpreting teachers integrate their understanding of EVS into their teaching practices, emphasizing the development of specific interpreting skills and exercises. The study contributes to the broader understanding of EVS in SI, particularly in the context of interpreter training. It offers valuable insights into effective training strategies that prepare interpreters for the dynamic demands of the profession.
METHODS FOR AMASSING DATA IN CROSS-CULTURAL PRAGMATICS RESEARCH
This article discusses prevalent and up-to-date data-amassing techniques for cross-cultural pragmatics studies. Based on the distinctive features of data types, the commonly used methods are outlined with their pluses and minuses, along with the author’s remarks and recommendations on how to employ them for fulfilling research purposes. Additionally, the paper suggests that an integration of the data-gathering methods proves to be of great value for pragmatics studies in general and cross-cultural pragmatics studies in particular, contributing to ensuring the validity and reliability of these kinds of research.
A CONTRASTIVE ANALYSIS OF MODALITY IN THE VIETNAMESE LAW ON ENTERPRISES AND THE SINGAPORE COMPANIES ACT FROM SYSTEMIC FUNCTIONAL PERSPECTIVE
This paper conducts a contrastive analysis of Modality in the Vietnamese Law on Enterprises and the Singapore Companies Act from Systemic Functional Grammar. Specifically, the article analyses Modalization and Modulation in terms of Probability, Usuality, Obligation and Inclination. The study showed that both Modalization and Modulation have been employed in order to realize Modality system in two surveyed legal texts. Additionally, both legal texts employed the large number of Finite modal operators to realize Obligation in Modulation. However, the Singapore Companies Act tends to employ more Finite modal operators when expressing Modality. Besides, the Vietnamese Law on Enterprises employed more high modal operators in expression of Obligation than the Singapore Companies Act.
A STUDY ON CHINESE CHARACTER LEARNING STRATEGIES OF CHINESE LANGUAGE STUDENTS: A CASE STUDY OF HO CHI MINH CITY UNIVERSITY OF FOREIGN LANGUAGES - INFORMATION TECHNOLOGY
The article uses the questionnaire survey method, surveying the learning strategies of Chinese characters of 206 students majoring in Chinese Language, Ho Chi Minh City University of Foreign Languages - Information Technology (HUFLIT). The results show that students have a high frequency of using Chinese character learning strategies. In the metacognitive strategies, students often use control strategies rather than planning strategies. In the cognitive strategies, students often use revision strategies and mother tongue strategies, and the least used strategies are application strategies. In the socio-affective strategies, students often used affective strategies rather than social strategies. There is no difference in the use of Chinese character learning strategies between male and female students, between students from the central provinces and cities and students from the southern provinces and cities.
SYSTEM OF VALUE STANDARDS IN SOCIETY REFLECTED THROUGH KOREAN - VIETNAMESE FOUR-ELEMENT IDIOMS: A CASE STUDY BASED ON THE SEMANTIC ASPECT
People together create society, exist and develop as a social entity. No one can live independently, out of social relationships. Social relations are the foundation of every person’s life. The system of value standards in society is formed mainly from the needs of social relationships. This paper focuses on analyzing the meanings of 175 Korean four-element idioms (compared with 100 Vietnamese four-element idioms) which reflect the system of value standards in society. By analyzing the meanings of idioms, comparing with the social contents which are related to written standards (law) and unwritten standards (moral standards: fairness, respect for morality, love for fellow human beings) through idioms, we identify and explain the similarities and differences in the societies of Vietnam and South Korea through the special linguistic units - four-element idioms.
INTERSEMIOTIC THEORIES: TOWARDS A FRAMEWORK FOR THE ANALYSIS OF THE INTERPLAY OF LANGUAGE AND VISUAL IMAGES IN MOVIE POSTERS
The present paper aims to propose a preliminary adapted framework to analyze the relations between language and images in movie posters. After critically reviewing some major approaches to intersemiosis with both their strengths and weaknesses, the study decides to employ the Rhetorical Structure Theory (RST) discoursal approach in general and the specific framework of Bateman’s (2008) Genre and Multimodality (GeM) for the purposes of the current study. The review also suggests the need to include compositional features into the discussion of text-image relations. Putting all these issues into consideration, the paper finally develops an adapted analytical framework that employs Bateman’s (2008) GeM as a platform and combines the layout and RST layers of GeM with compositional features for a more thorough examination of the roles of the visual and verbal elements. The application of the adapted model is then illustrated by the analysis of the theatrical release poster of What women want (2000).
THE IMPACTS OF POSITIVE EMOTIONS ON ENGLISH LANGUAGE LEARNING AT THANH DONG UNIVERSITY
This action research, grounded in Fredrickson and Cohn's (2008) Broaden-and-Build Theory of positive emotions (PE), investigates the impacts of PE on English Language Learning (ELL) in a language learning context, particularly the relationship between PE, foreign language enjoyment (FLE), and language proficiency. It employs a mixed-methods approach, integrating interventions involving mindfulness practices, collaborative learning strategies, and the integration of gamified elements. The study utilizes various data sources, including a Foreign Language Enjoyment (FLE) questionnaire adapted from Dewaele and MacIntyre (2014), reflective emotion journals, and language proficiency tests. Findings reveal that fostering PE, such as creativity, social interaction, and supportive teaching, contributes significantly to foreign language enjoyment. Moreover, the correlation between FLE and language proficiency underscores the potential benefits of interventions aimed at cultivating PE. This research advocates for pedagogical approaches that prioritize the promotion of PE within the language learning context, ultimately enhancing both enjoyment and proficiency.
SOCIAL NETWORKING SYSTEMS IN ENHANCING METACOGNITIVE AWARENESS: POST-PANDEMIC INFORMAL LEARNING AMONG IRANIAN ADULT EFL LEARNERS
In the current context of enhanced distance learning and reliance on technology in education, there is a greater need to investigate the linguistic and cultural resources embedded in learners’ use of social networking systems (SNS) as legitimate pedagogical platforms - both in formal and informal settings. Within new and unique configurations of teaching and learning in the post-pandemic era, a more context-sensitive learning style is needed to ensure a sustainable platform of education for language learners, one that would be responsive to future challenges. This paper is a critical exploration of how Iranian EFL learners have used SNS tools to construct and develop their metacognitive awareness in response to the pressures of distant/online learning triggered by the pandemic, how it has facilitated new approaches that are more efficient than formal face-to-face classrooms, and how such learning constitutes a substantial investment into their future education. This qualitative case study involves an in-depth investigation of adult EFL (English as a foreign language) students from three English language centres in Tehran, Iran through semi-structured interviews to identify their perceptions of their metacognitive development in the last two years subsequent to the pandemic. Findings are likely to inform policymakers, school leaders, EFL teachers and students in terms of how to create a more optimised environment that will enhance both teaching and learning.
A PROPOSED FRAME OF REFERENCE FOR RESEARCH OF SAME - DIFFERENCE IN CROSSCULTURAL COMMUNICATION AND PRAGMATIC FAILURE IN INTERCULTURAL COMMUNICATION: RESEARCH DEVELOPMENT (ARTICLE 6)
Following article 5, in which the models that locate the three types of components and display the interbeing (interconnectivity, interdependence and interactionality) within and among these types are introduced and the grid of impact components with transcendental assumptions for the test of pragmatic expressions is proposed, this article discusses the co-activation of layers in the models (co-influence in the layer of influence, co-action in that of impact, co-occurence in that of manifestation, co-performance in that of interaction) and the to-life and to-research orientations before proposing a Languages and Cultures in Interaction (LCI) matrix and two process models for LCI research in the next article.
MODES OF TRANSLATING KOREAN PASSIVE STRUCTURE INTO VIETNAMESE (THROUGH “GASIGOKI” BY CHO CHANG-IN)
Korean and Vietnamese are typologically different, so Korean passive sentences are rendered with different structures in Vietnamese translation. Therefore, the author compares the use of passive voice in the work “Gasigoki” written by Cho Chang-in and the Vietnamese translation by Nguyen Thi Thu Van to clarify the similarities and differences in the use of passive structures between the original and the translation. The results show that a Korean passive structure can be translated into Vietnamese as follows: (1) a passive structure, (2) an active structure, and (3) an intermediary structure or middle voice (using a transitive/ergative verb). The article goes from theory to analysis of specific examples to share experiences for those who study translation and translation of literature from foreign languages. It is also a useful reference source for teaching and learning Korean translation, focusing on passive structure.
SMART CLASSROOMS AND SMARTCLASS SOFTWARE IN LEARNING INTERPRETATION AT A UNIVERSITY IN VIETNAM
Recently, smart classrooms (SCs) and technological applications have been paid much attention and invested to create a modern learning environment at many educational institutions, especially at tertiary level. This study aims to explore how SCs and Smartclass (SC) software affect students’ interpretation learning at the School of Languages and Tourism (SLT), Hanoi University of Industry (HaUI). Data were achieved through survey questionnaires with 54 English majored students with the interpretation orientation of Tourism and Business and two focus group interviews (one with 5 students and another with 5 lecturers). The questionnaire was adapted and developed from the studies by Li et al. (2015) and MacLeod et al. (2018). The findings revealed students’ and lecturers’ positive viewpoints on utilizing SCs and SC software in learning interpretation since it helped them increase motivation, sustain autonomous study, develop learning interaction, and most importantly enhance their interpreting skills including time-management, public speaking, deciphering and message delivery skills. The results also indicated some shortcomings and suggestions to improve the quality of teaching and learning at SCs, exploit SC software as well as achieve better learning experience of interpretation. In addition, some implications and recommendations were also discussed.
CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) IN VIETNAM: CHALLENGES AND SOLUTIONS
Content and Language Integrated Learning (CLIL) has received widespread recognition since it emerged as a response to the call for plurilingualism in Europe during the 1990s. In Vietnam, despite the government’s early introduction of CLIL as part of the National Foreign Language project in 2008, this remains a largely under-developed area. This study explores the perspective of CLIL teachers as regards CLIL education in Vietnam, focusing particularly on the challenges that CLIL teachers face and the current situation of CLIL teachers’ professional learning. Based on a mixed-methods approach that combines survey questionnaires (n=201) and interviews (n=42), the study reveals a wide range of challenges encountering CLIL teachers in their teaching process, much of which is related to a lack of qualified CLIL teacher preparation and professional development. The study proposes viable solutions to support CLIL teachers in the context of Vietnam.
PREDICTORS OF STRESS IN STUDENTS AT VNU UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
Stress is a mental health problem that affects the quality of life of people, including college students. Students often face different stress situations such as adapting to a new learning environment, selection of their courses or majors, living costs, studying, etc. The purpose of this study is to evaluate: the current stress symptoms; the associations between stress and personal and social factors of students at VNU University of Languages and International Studies, (ULIS); the effects of personal and social factors on stress symptoms. The scale (DASS-21) was used to detect symptoms and stress levels and an online survey with 1778 students was conducted. The results showed that the stress symptoms among students appeared quite often (Mean = 1.32), in which students of Faculty of Japanese Language and Culture, Korean Language and Culture, and Faculty of Language Education and Professional Development had symptoms of stress more often than students of the other faculties. The rate of severe stress among students was 25.1%. Regression analyses revealed that personal factors (heredity of mental health, majors, gender) and social factors (finance, study, family and friends) were predictors of students’ stress. Three personal factors and four social factors had an impact on students' severe stress symptoms, which accounted for 31% of the variation in severe stress symptoms among students, and each of these factors had different high effects. These findings allow us to better understand students’ vulnerability to stress and suggest that timely prevention and consultation programs should be developed.
ERRORS IN USING INFLECTED ADJECTIVES IN GERMAN OF STUDENTS AT VNU UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
Theo một số nghiên cứu về việc sử dụng tính từ dạng biến cách của người học tiếng Đức cũng như theo kinh nghiệm giảng dạy của chúng tôi, tỷ lệ người học mắc lỗi liên quan thường cao. Để thấy được tần suất mắc lỗi của sinh viên Khoa Ngôn ngữ và Văn hóa Đức, Trường Đại học Ngoại ngữ, Đại học Quốc gia Hà Nội (ULIS) khi sử dụng tính từ tiếng Đức ở dạng so sánh hơn/so sánh nhất hay với vai trò là định ngữ, chúng tôi đã khảo sát online 48 sinh viên. Sau khi phân tích, thống kê các lỗi mà sinh viên mắc phải khi làm năm bài tập cho sẵn liên quan tới việc sử dụng tính từ ở dạng biến cách, nghiên cứu cho thấy một số kết quả sau: Người học mắc lỗi rất nhiều khi vừa phải biến đổi tính từ ở dạng so sánh hơn cũng như so sánh nhất, vừa phải điền đuôi tính từ. Ngoài ra, sinh viên gặp khó khăn khi sử dụng tính từ đứng trước danh từ số nhiều đi kèm với quán từ sở hữu hoặc quán từ phủ định keine (ở tất cả các cách). Ở dạng bài tập lựa chọn một trong bốn phương án cho sẵn, tỷ lệ làm theo quy tắc cao nhất, có lẽ do đây không phải là bài tập sản sinh, vận dụng, mà chỉ đơn thuần là bài tập có câu hỏi đóng. Kết quả trái ngược có thể thấy ở bài tập mà người học phải vận dụng khả năng sản sinh, ví dụ bài hoàn thành câu. Kết quả của nghiên cứu này[1] có thể góp phần giúp các giáo viên giảng dạy tiếng Đức xem xét lại và đổi mới phương pháp dạy ngữ pháp nói chung, sự biến cách của tính từ nói riêng để giúp người học bớt gặp khó khăn trong việc học hiện tượng ngữ pháp này.
A CONTRASTIVE ANALYSIS OF SYMBOLIC COMPONENTS OF IDIOMS CONTAINING HUMAN BODY PARTS IN THAI AND VIETNAMESE
In the treasure trove of Thai proverbs and idioms, idioms with words referring to human body parts account for a significant number. Analyzing images and symbolic meanings in idioms as well as Thai cultural imprints through idioms and comparing them with Vietnamese idioms shows the similarities and differences between the two languages in terms of semantics and symbolism. In addition, analyzing the didactic and critical values of idioms with elements referring to body parts will also help Thai learners in particular and readers in general better understand language characteristics, life, country and people of Thailand. That understanding will help us behave appropriately when communicating or working with Thai people. This is really necessary in the context that the relationship between the two countries is increasingly expanding, and exchanges and cooperation are taking place more and more in all fields.
THE ROLE OF DEVELOPING MEDIATION SKILLS IN FOREIGN LANGUAGE TEACHING ACCORDING TO THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES AND A CONTRASTIVE ANALYSIS WITH TRANSLATION
In 2001, the Council of Europe issued the Common European Framework of Reference for Languages (CEFR) with important guidelines for language teaching and learning activities across Europe, which many countries around the world, including Vietnam, have referred to. According to the CEFR, alongside three familiar communication activities: reception, production, and interaction, learners also need to develop language proficiency through a fourth communication activity - mediation. By analyzing the recommendations of the CEFR and some research works on mediation by German researchers, the research paper clarifies the similarities and differences between translation and mediation, demonstrates the importance of integrating mediation into modern language teaching. It also provides suggestions for suitable text types and tasks to enhance learners' mediation skills in foreign language classrooms.
A CONTRASTIVE ANALYSIS OF APOLOGY STRATEGIES IN CLOSE FRIEND RELATIONSHIP IN VIETNAMESE AND JAPANESE
The act of apologizing can be said to be one of the most common human behaviors in daily life and its linguistic expression can be observed in many different languages such as: Vietnamese, Japanese, English, Chinese, etc. However, in reality, the ways to express apology differ among languages due to differences in culture, customs as well as the level of relationship. This study compared different ways to apologize in Japanese and Vietnamese, focusing mainly on close friend relationship through an online questionnaire survey, in order to point out similarities and differences in status, frequency of using apology strategies. The results show that, in terms of status and frequency of use, Japanese people almost express apologies in all situations, while Vietnamese people often only use apologies in circumstances which cause serious problems and exert great influence on interlocutors. Regarding apology strategies, Japanese people frequently use the strategies such as “expressing apology clearly” and “admitting responsibility”; on the other hand, the strategies such as “explaining/justifying” and “offering compensation” are used more by Vietnamese people.
STUDENTS’ PERCEPTIONS OF INTERACTION PRACTICES IN ENGLISH MEDIUM INSTRUCTION CLASSROOMS AT A VIETNAMESE TECHNICAL UNIVERSITY
Over the last few decades, higher education institutions in non-native English-speaking nations have made attempts to internationalize their image and improve their competitiveness by offering programs and courses that use English as a medium of instruction (EMI) across multiple disciplines. However, investigations on interaction practices and students’ perceptions of these practices in EMI classrooms have revealed a fragmented and hazy picture. The current study adopted a constructivist grounded theory approach by Charmaz (2006) to investigate students’ situated perspectives on EMI classroom interaction practices at a Vietnamese technical university. Findings from classroom observations and individual intensive interviews with six EMI lecturers and thirty-five EMI students showed how EMI lecturers and students interacted in the observed EMI classes and how EMI students perceived and evaluated these practices. Finally, some recommendations, based on the findings, were made to improve EMI classroom interaction practices in a Vietnamese university context.
THE CHARACTER JUHA IN ARAB LITERATURE IN COMPARISON WITH THE CHARACTER TRANG QUYNH IN VIETNAMESE LITERATURE
Juha is a famous and humorous character in folk literature of the Middle East in general and the Arab World in particular. The image of this amusing character Juha is based on a true character. Anecdotes about Juha reflect the lives of Arab people from many different classes. The article focuses on introducing the character Juha and the outstanding features of the tales of Juha in Arabic literature as well as comparing Juha with Trang Quynh in Vietnamese literature, thereby reflecting the similarities and differences in Vietnamese and Arabic culture.
RELATIONSHIP BETWEEN PERSONALITY TRAITS AND MENTAL HEALTH PROBLEMS OF STUDENTS AT VNU UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
This study was conducted to examine the relationship between personality traits and mental health problems of 2nd year students at VNU University of Languages and International Studies. The research sample is a convenience sample which consists of 262 students majoring in languages, female students mainly with 89,7%. Analysis results show that conscientiousness, willingness to experience, and likeability are the outstanding personality traits of students participating in the study. The current state of mental health showed that students participating in the study had symptoms of depression, anxiety, and stress at different levels. These issues had a close, meaningful correlation with each other and with the personality trait of neuroticism. There were also correlations between personality traits, in which conscientiousness had a positive correlation with all remaining personality traits: neuroticism/emotional instability, extrovertedness, willingness to experience and likeability.
CURRENT STATUS OF WEBTOON USE OF VIETNAMESE ADOLESCENTS AND PROPOSALS FOR THE DEVELOPMENT OF THE WEBTOON INDUSTRY IN VIETNAM
Webtoon has recently become a popular kind of entertainment, engaging and appealing to young people. With a combination of exquisite painting art and diverse storyline, webtoon attracts readers of all ages, especially adolescents. The webtoon's vertical scrolling creates a convenient and interactive reading experience, helps explore every detail with ease. With the relentless creativity from the authors, the webtoon world opens up vast spaces for new stories, makes story reading a unique and intimate experience for readers. These remarkable benefits draw young people to webtoons rather than traditional print comics. Currently, webtoon reading has become an upcoming trend among adolescents in Vietnam, and the webtoon industry has emerged as a promising industry. From that situation, the article conducts a survey on the current status of webtoon use of Vietnamese adolescents, assesses a number of related issues, thereby gives some proposals for the development of the webtoon industry in Vietnam in the future.
RECENT ADJUSTMENTS OF JAPAN'S SECURITY AND DEFENSE POLICIES AND SEVERAL IMPACTS ON THE SECURITY STRUCTURE OF THE ASIA - PACIFIC REGION
With the desire to soon become a “comprehensive” power in the context which strategic competition in the Asia-Pacific region has become increasingly fierce since the first decade of the 21st century, Japan has reinterpreted its constitution with the aim of legalizing gradually the military. In the face of China's strong military rise as well as the decline of America's global power, the Japanese cabinet passed the four most important documents on national security and defense, including the National Security Strategy, the National Defense Strategy, the Defense Buildup Program (December 2022), and the Defense White Paper 2023 (July 2023), thereby doubling the defense budget to 2% of GDP, claiming to possess the ability to attack outside. These documents paved the way for the modernization and strengthened Japan's military and defense potential to ensure national security and enhance its political and security role in the region and the world. This move could create a premise for Japan to return closer to its military power at the pre-World War II, trigger an arms race, and have multi-dimensional impacts on the security structure of the Asia-Pacific region. The study aims to clarify the causes and content of the recent adjustments of Japan's security and defense policy, and the impacts of these adjustments on the security structure of the region. Thereby, the author offers a number of appropriate policy recommendations for Vietnam in implementing foreign and security policy, as well as the task of protecting independence, sovereignty, unity, and territorial integrity of the country.
CHARACTERISTICS OF AESTHETIC MATERIALS IN VIETNAMESE IDIOMS
The article approaches the research issue from the perspective of Vietnamese linguists, considering that the expressions of aesthetic signals are diverse elements of material means, also known as aesthetic materials. We use search toolbars to determine the frequency of monosyllabic words denoting aesthetic materials in Vietnamese idioms. Research results show that the group of aesthetic materials with the body part occur at the highest frequency, followed by the group of natural objects, animals, artificial objects, and plants. With 100 elements of 5 groups of aesthetic materials, the vocabulary group with the highest frequency accounts for 39%, and the vocabulary group with the lowest frequency only accounts for 12%. In the top elements of the 5 material groups, house of the artificial object group and rice of the plant group have low occurrence frequencies. They have quite a large difference compared to sky of the group of natural objects, fish of the group of animals, and face of the group of body parts. Aesthetic materials in Vietnamese idioms truly reflect the natural environment near the sea, wet rice culture and Oriental culture.
RUN: A COGNITIVE ACCOUNT OF ITS MEANING TRANSFERENCE IN THE LIGHT OF AN IMAGE-SCHEMA BASED MODEL
This article aims at providing a more comprehensive picture of how meanings of “run” are transferred from spatial to non-spatial meanings by using the combined framework of Multimodal Image Theory and Extended Conceptual Metaphor. To be specific, 368 concordances of “run” extracted from the corpus of Contemporary American English in 2017, Genre Spoken were systematically analyzed to first identify the word’s meanings in its contexts of use and then account for its meaning transference. In other words, the prototypical meaning of “run” and its image complexes in three spaces namely Visual space, Maneuver space, and Kinetic space were analyzed in the light of Multimodal Image Theory, which provides concrete image-schemas mapped onto the word’s non-spatial meanings found in its Mental space in association with a range of conceptual metaphors. It has been shown that mapping together with image-schema transformations are the mechanisms of the word meaning transference.
TASK-BASED LANGUAGE LEARNING IN VIETNAMESE EFL HIGH SCHOOL CLASSROOMS: TEACHERS’ ROLES IN THE DURING-TASK PHASE AND THEIR BELIEFS
This article explored the roles the Vietnamese English as a foreign language (EFL) teachers performed during students’ task work. Data were collected over the course of 10 weeks in a Vietnamese high school where nine Vietnamese EFL teachers and their nine respective classes were observed and audio and video recorded. The teachers were also interviewed after the observed lessons. For the present paper, the teacher’s talks during student-student task execution in normal classroom schedules were audio recorded and analysed by microgenesis method. The results demonstrated a wide array of emerging fluid pedagogical roles the teachers played in response to the unfolding task work at hand. The different roles the teachers adopted were underpinned by their beliefs, awareness and thoughts. The study offers practical implications for how teachers could mediate task-based learning in EFL classroom contexts and perhaps in similar settings.
VIETNAMESE UNIVERSITY NON-MAJOR ENGLISH STUDENTS’ WRITING PROBLEMS IN TERMS OF THE FACTORS RELATING TO THEIR META-KNOWLEDGE OF ENGLISH INFORMATION STRUCTURE
This paper reports the results of a study which investigates the problems Vietnamese university non-major English students of two levels of English proficiency encountered in their English writing in terms of the factors relating to their meta-knowledge of English information structure and the extent to which a cognitive meta-linguistic approach to teaching second language (L2) writing can help the learners overcome their writing problems and develop their written communicative ability by first enhancing their meta-knowledge of English information structure. Their problems are conceptualized as being associated with their employing or not employing some writing strategies that can either support or hinder their writing skills development. The analyses of the problems were based on the learners’ responses to the questionnaire and interviews, their writing in the writing tasks and classroom-based worksheets and answer sheets. The findings suggested that the learners in the study encountered the writing problems anticipated before, during and after the intervention. The percentages of the learners encountering the problems decreased over time and the extent to which each problem was solved towards the end of the post-teaching phase varied according to each specific problem. Transfer of first language (L1) strategies was reported in all of the writing problems. The influence of L1 transfer was variable with extremely low evidence of topic-prominent structure. In general, there were no big differences between the two groups in their encountering and overcoming the problems investigated.