Tạp chí Khoa học Ngôn ngữ và Văn hóa

ANALYZING CHILDREN’S ORAL LANGUAGE IN AN ENGLISH LANGUAGE ARTS CLASSROOM

Tran Thi Thuy Hang — 2024-03-04

Grounded on theories of language (Blair, 2000; Britton, 1970; Halliday, 1991; Vygotsky, 1978), this research aims at analyzing and understanding children’s oral language in an English Language Arts classroom at an elementary public school in western Canada. The study was conducted with four Grade 4 students coming from different cultures within 13 consecutive weeks of the semester. Class observations and audio recordings were employed for data collection to grasp holistic and ethical understandings of their oral language. Data was analyzed based on color-coded themes, which results in four significant findings: (1), the diversity of children’s oral language functions; (2), the Participant and Spectator roles of language in connection to embedded speech and displaced speech; (3), the interaction of Girl Talk and Boy Talk; and (4), the children’s peer support through Zone of Proximal Development. This research also showcased that respectfulness for cultural diversity in classrooms and teacher’s pedagogies and support are beneficial for children’s language development.

LEARNING ENGLISH LITERATURE: PERSPECTIVES OF VIETNAMESE UNIVERSITY STUDENTS AND TEACHERS

Ho My Tran — 2024-03-04

This study investigated the perception of students of English at Can Tho University (CTU) in learning literature in English. The study also sought teachers’ opinions and recommendations for more effective literary learning. Seventy-nine students and two teachers teaching literature were invited to participate in the study. The students were asked to complete a questionnaire survey while the two teachers were interviewed. The results from the questionnaire and the interviews revealed that while the students recognized the importance of literature in their studies, they had low motivation and faced a number of challenges. The difficuties included a lack of literary knowledge and experience, literary terminology, and linguistic competence for the subject. Additionally, the teachers’ suggestions focused on two major measures, namely, (1) encouraging a habit of extensive reading and (2) creating opportunities for students to express opinions and get engaged in discussions about literature.

PATTERNS OF VIETNAMESE-ENGLISH CODESWITCHING: A CASE OF A VIETNAMESE TV SHOW

Dong Ngoc Minh Thu — 2024-03-04

Codeswitching has remarkably drawn interest from many linguists around the world. However, the amount of research in Vietnamese-English codeswitching is still limited and few of them have studied this phenomenon in Vietnamese TV shows. Therefore, this paper aims to examine the patterns of codeswitching instances in a Vietnamese TV show called “Người Ấy Là Ai” (Who is Single?). Data presented in this paper was gathered from a 138-minute episode in the show and then analysed based on the framework of Poplack (1980). It was found that the speakers employed different types of CS, among which intrasentential switches being the most popular compared to other categories. Some implications for the appropriate uses of codeswitching in the mass media industry will also be mentioned

THE IMPACT OF PEER FEEDBACK ON LEARNERS IN A TRANSLATION PRACTICE CLASSROOM FROM THE STUDENT’S PERSPECTIVE

Võ Thị Liên Hương — 2024-03-04

This study explores students’ perspectives on applying peer feedback in the translation practice classrooms. Specifically, the study seeks students’ reflections on the benefits and/or challenges when they perform peer feedback and their views on the extent to which peer feedback helps them improve their translations. At the same time, the study also polled students’ opinions on whether or not peer feedback should be applied in translation practice classes. By conducting interviews with 15 students after a translation practice course that applied peer feedback, the study explored issues related to peer pressure and peer competition in the process of implementing peer feedback that previous related studies have not discussed. Although the research scale is small, the findings still bring implications for applying peer feedback in the classroom such as designing a checklist, familiarizing learners with peer feedback and raising learners’ awareness of the benefits and responsibilities of those performing and receiving peer feedback.

SECOND-YEAR STUDENTS’ UNDERSTANDING OF PASSIVE CONSTRUCTIONS AND PASSIVE VERBS IN KOREAN AMONG OF KOREAN LANGUAGE

Dương Thảo Tiên — 2024-03-04

The passive voice in Korean is widely used in both spoken and written forms, although it is considered a complex and difficult structure to use. This article primarily introduces, analyzes, and evaluates the level of memorization and application of the commonly known 'passive verb of the passive sentence' in Korean language textbooks, such as the passive with suffixes '-이/히/리/기', the passive with the syntax '-아/어지다', and the passive with vocabulary '-되다/받다/당하다'. The research is conducted among second-year students of the Department of Korean Language and Culture, University of Foreign Languages, Hue University. Additionally, the article surveys the perception of difficulty, frequency of occurrence, applicability, and importance of the passive voice through a questionnaire. After collecting and analyzing the data, the author provides suggestions for effective teaching and learning methods for teachers and students. Through this, the researcher hopes to contribute to providing Vietnamese students studying Korean with a clearer understanding of the formation of passive verbs in Korean

KOREAN LANGUAGE AND CULTURE STUDIES STUDENTS’ PERCEPTION OF THE KOREAN VOWEL SYSTEM

Đỗ Thị Kiều Diễm — 2024-03-04

The Korean Alphabet is called Hangeul. Hangeul is one of the most innovative scientific writing systems in the world. Like Vietnamese, Hangeul also includes a system of vowels and consonants, including 21 vowels and 19 consonants. In fact, 21 Korean vowels are divided into 10 single vowels and 11 diphthongs. In fact, by the teaching process, the author found that the first-year students were not properly aware of the vowel system when learning about Hangeul, especially not able to distinguish between single vowels and double vowels. Therefore, by conducting a survey for 100 first-year students of the Department of Korean Language and Culture, University of Foreign Languages, Hue University, combined with statistical methods, analyzing and comparing data, this article will point out, analyzing and clarifying the rationales causing students’ misleading perception of the Korean vowel system. Thereby, the author proposes some recommendations to help researchers, teachers, learners, and compilers of the Vietnamese curriculum to draw out research methods, teaching, learning and compiling teaching materials. The program is suitable and consistent with the Korean curriculum, contributing to helping learners have the most systematic viewpoints about the Korean vowel system.

LECTURERS’ WRITING FEEDBACK ACTIVITIES: FROM STUDENTS’ PERSPECTIVE AT A UNIVERSITY IN VIETNAM

Lê Thị Thanh Nhàn — 2024-03-04

Teacher written feedback (TWF) nowadays receives attention from educators and researchers regarding not only error correction (Ferris, 2012; Lee, 2013) but also concerns factors from the students' perspective (Simard et al., 2015; Han, 2019). Most prior studies primarily focused on the relationship between error correction in written corrective feedback and the development of language proficiency. Meanwhile, there is a need for more detailed research on TWF, considering it as a two-way social communication process between lecturers and students (Storch, 2018). In this article, we investigate the perspective of Vietnamese EFL students regarding the current status of TWF provided by lecturers. 136 second-year English major students are surveyed at a university in Vietnam through a questionnaire. The research results indicate that students have a clear understanding that TWF from lecturers not only focuses on corrections but also provides detailed suggestions for enhancing the overall structure, content, ideas, and writing style. After receiving TFW, students comprehend the importance of revising their work and adopt various approaches. The study also proposes some essential guidelines for implementing TWF in the writing teaching process.

Nghiên cứu này nhằm mục đích tìm hiểu nhận thức và thực tế sử dụng phương pháp học theo dự án của giáo viên trong dạy kỹ năng nói ở một số trường trung học phổ thông trên địa bàn một tỉnh miền trung Việt Nam. Phương pháp nghiên cứu hỗn hợp được áp dụng vớ

Vo Thi Le Hang — 2024-03-04

This research aimed to investigate teachers’ perceptions and practices of project-based learning (PBL) in teaching speaking skill at some high schools in a Central Vietnam province. The mixed methods research was adopted with the population of twenty-five teachers of English as a foreign language (EFL). The questionnaire, interviews, and class observations were employed to collect data for the current study. The findings revealed that the majority of the teachers were fully aware of the necessity of PBL in teaching speaking and the benefits of PBL in improving students’ speaking skill, creating meaningful contexts to practice speaking English, developing students’ affective factors, encouraging students to speak English through integrative skill practice and promoting learner autonomy and skills of the 21st century, such as problem-solving skill, negotiation skill, and technological skill. Despite the perceived benefits, EFL teachers reported that they did not apply this method frequently in their actual practices. Another finding showed teachers’ most encountered difficulties, including teachers’ lack of knowledge and experience of using PBL in teaching speaking, time pressure, and students’ low level of English proficiency.

EXPLORING TEACHER AGENCY IN USING THE NEW ENGLISH TEXTBOOKS IN UPPER-SECONDARY SCHOOLS IN HUE CITY

Truong Thai Mai Anh — 2024-03-04

This research paper investigates the role of teacher agency in the implementation of new English textbooks for Vietnamese high-school students, especially focusing on teachers’ reflection on the practical use of these textbooks. The study was conducted at four high schools located in Hue City. The primary objective was to examine how teachers exercised their agency in implementing the I-Learn Smart World and Global Success textbooks in real classroom settings based on the ecological lens of teacher agency. To gather and analyze data, semi-structured interviews and thematic analysis were employed. The findings of the study revealed that teachers develop agency as a means to navigate textbook changes by drawing upon their past experiences, envisioning a desired future, and taking action to implement the curriculum despite the obstacles they may encounter.