TẠP CHÍ KHOA HỌC NGÔN NGỮ VÀ VĂN HÓA

Nghiên cứu này tìm hiểu quan điểm của sinh viên về việc áp dụng PHĐC trong lớp học thực hành dịch. Cụ thể, nghiên cứu phỏng vấn sinh viên để tìm hiểu đánh giá của họ lợi ích và/hoặc thách thức khi họ thực hiện PHĐC và nhận định của họ về mức độ PHĐC giúp họ cải thiện bản dịch. Đồng thời nghiên cứu cũng thăm dò ý kiến của sinh viên về việc có nên áp dụng PHĐC trong lớp thực hành dịch hay không. Bằng việc tiến hành phỏng vấn 15 sinh viên sau một khóa học thực hành dịch có áp dụng PHĐC, nghiên cứu đã khám phá những vấn đề liên quan đến áp lực đồng trang lứa, cạnh tranh đồng trang lứa trong quá trình thực hiện PHĐC mà các nghiên cứu liên quan trước đây chưa đề cập đến. Mặc dù quy mô nghiên cứu nhỏ, kết quả nghiên cứu vẫn mang lại những hàm ý cho việc áp dụng PHĐC trong lớp học như xây dựng danh mục kiểm tra, tập cho người học làm quen với PHĐC và nâng cao nhận thức của người học về lợi ích và trách nhiệm của người thực hiện và nhận PHĐC.

This article reports on a study that investigated EFL undergraduate students' perceptions of the effectiveness of case-based learning in an English public speaking course at a Vietnamese university. The students were exposed to various cases over the course and were required to analyze and prepare for their public speeches in English. Data were collected through student journals, reflective reports, and focus group interviews. The results indicated that the use of case-based learning made the class engaging and interactive and was effective in improving students' critical thinking and confidence in delivering English public speeches. The students also reported that the method allowed them to apply their knowledge to real-life situations. These findings suggest that case-based learning can be a valuable pedagogical method for teaching English public speaking courses in Vietnamese universities and may potentially be adopted in other educational contexts to improve students’ critical thinking and communication skills.

Shop signs play an important role in the time of global trade and tourism. Previous studies have reached general conclusions about the characteristics, expressions, and functions of shop sign language. This study aims to explore the cultural, pragmatic, and social concepts encoded in shop sign language through cultural metaphors. The data was collected and observed from American and Vietnamese contexts respectively. The cultural conceptualizations embedded in the linguistic expressions are discovered by metadiscourse analysis and then generalized in the form of cognitive (metonymy) models that underpin the understanding of the cultural metaphors. The results show significant differences between the two speech communities in cultural metaphors related to customers, business scale, business identity, product origin, relationship, and quality. The study contributes specific theoretical and practical insights into English and Vietnamese shop signs from the perspective of cultural cognition, thus providing a base for analyzing coding phenomena at the level of cultural conceptualization contact and intercultural pragmatics.

This study explored teachers’ perceptions of using brainstorming activities in English classes at some primary schools in Hue City, a city in Central Vietnam. The sample of the study consisted of fifty primary school English teachers. Data collected from the questionnaire and interview were analyzed, synthesized, and interpreted both quantitatively and qualitatively. The findings of the study reveal that most of the primary English teachers held positive perceptions of brainstorming activities. Some brainstorming activities such as listing, mind-mapping, and visual brainstorming were claimed to be regularly used in their teaching English to children at primary schools. Such difficulties as the lack of time, large classes, mixed levels of students, etc. were reported to prevent teachers from conducting brainstorming activities successfully. From the study’s findings, some implications were made with the hope that the primary teachers will practice these activities in teaching English to young learners more effectively.

This research delves into the realm of language learning strategies (LLSs) among 116 Vietnamese and Indonesian university students majoring in English and English Language Education. Utilizing Rebecca Oxford's Strategy Inventory for Language Learning (SILL) with a quantitative approach, the study aims to unravel the connections between culture and language learning strategies. With a strong demonstration of internal consistency and high Cronbach’s alpha coefficients of .904 and .937 for the two subsamples, the research underscores the reliability of the assessment instrument. Remarkably, the findings highlight a striking similarity in English learning strategies between the two participant groups, with a clear dominance of metacognitive strategies. Equally noteworthy is the observation that no learning strategy is employed at a low level in either subsample. Moreover, this research offers implications for educators involved in international exchange programs and contributes to future investigations into the scope of language education.

Students majoring in Business Administration (hereafter BA) need to maintain good English competence in response to today’s rapid globalization. This study aimed to investigate the BA learners’ needs in learning English as an approach to ESP curriculum. With this objective, the research employed both quantitative and qualitative methods to collect data from 92 BA students and 8 ESP teachers atHueIndustrialCollege(HUEIC). The data collected from the questionnaires were processed by SPSS software while the interviews were analyzed according to the responses provided. The findings implied significant factors to consider in the ESP curriculum design for students of BA: (i) speaking and listening should be prioritized; (ii) workplace-oriented skills such as telephoning, writing emails, reading business texts and interviewing should be included; (iii) content-based and skill-integrated materials should be used or developed and (iv) interactive and project-based activities were suggested.

Nickname is one of the topics which have been deeply studied in languages. In Vietnam, nickname is still a new topic, and the number of research works is limited. We have conducted this study to learn about the nickname in general and the nicknames of pre-school children in Thua Thien Hue, in particular. We present the sociolinguistic features of the nickname as well as the trends of nicknaming today. The subjects of the study are chidren of pre-schools in Thua Thien Hue. We limit the scope of the study within the pre-schools in Hue City and its neighboring rural areas. Descriptive and other methods of study are employed. 249 nicknames of 400 children in pre-school age in Thua Thien Hue province are presented.  

The primary focus of this study was to examine the effects of portfolios on enhancing writing skills of English major students at Hanoi Law University. To achieve the aim, 50 second-year students participating in the study were randomly divided into experimental and control groups. The experimental group was taught English writing skills using portfolios while traditional teaching method was applied to the control group. A pre- test and a post-test were administered to both groups to measure the differences in students’ writing performances. The results revealed that portfolios had positive impacts on students’ writing skills.  The data gained from the questionnaires administered to the students in the experimental group to identify their perceptions of portfolios on their writing abilities showed that the majority of them considered portfolios to be effective. Based on the main findings, a number of recommendations relating to applying writing portfolios were made to improve the English teaching and learning process.  

In recent years, there has been a growing trend of incorporating technology into education, particularly through video project assignments. These assignments offer students the opportunity to utilize multimedia elements, such as visuals, audio, and non-verbal cues, to enhance their language proficiency. However, there has been limited research on the impacts of video project assignments in improving university students’ speaking skills. Therefore, this quantitative experimental study aims to investigate the impact of video project assignments on the speaking performances of 50 English-majored second-year students. The researcher conducted a pre-test and a post-test to assess the students’ speaking competence, using the rubric for evaluating speaking performances based on Cambridge English: PET Assessment Commentary and Marking Guidance. The collected data were analyzed using IBM SPSS Statistics version 27. The results indicate a significant improvement in students’ oral performances. These findings aim to provide teachers with a reliable reference for integrating video project assignments as homework or classroom activities to enhance students’ speaking abilities

Câu bị động trong tiếng Hàn được sử dụng phổ biến ở cả hình thức nói và viết, tuy nhiên nó lại được xem là cấu trúc khá phức tạp và khó sử dụng. Bài báo này phân tích, đánh giá mức độ ghi nhớ và ứng dụng về ‘bị động từ của câu bị động’ thông dụng và được biết đến nhiều nhất trong các giáo trình tiếng Hàn như bị động với hậu tố (-이/히/리/기), bị động với cú pháp (-아/어지다) và bị động với từ vựng (-되다/받다/당하다) của sinh viên năm 2 Khoa Ngôn ngữ và Văn hoá Hàn Quốc, Trường Đại học Ngoại ngữ, Đại học Huế bằng việc khảo sát nhận thức về độ khó, tần suất xuất hiện, khả năng ứng dụng, tầm quan trọng của câu bị động thông qua bảng hỏi. Sau khi thu thập và xử lý số liệu, tác giả đã đưa ra các đề xuất dành cho giảng viên, sinh viên phương pháp dạy và học hiệu quả. Qua đó, tác giả hy vọng rằng, có thể góp phần giúp sinh viên Việt Nam học tiếng Hàn có cái nhìn rõ nét hơn về cách hình thành của bị động từ trong câu bị động tiếng Hàn.