TẠP CHÍ KHOA HỌC NGÔN NGỮ VÀ VĂN HÓA

Appraisal has emerged for over two decades as a framework for investigating how language is used to evaluate, to adopt stances, to construct textual personas and to manage interpersonal positioning and relationships. It is an extension of the linguistic theories of M.A.K. Halliday, and is developed by a group of linguists inAustralia. The research aims at providing an overview of Appraisal framework and examining how it is used in discourse analysis, especially in multimodal discourse analysis, both domestically and internationally. It was found that Appraisal has been widely deployed as framework for investigation into interpersonal meaning conveyed in a range of genres; however, this framework is still quite new inVietnam. The findings can be seen as a useful reference to those who are interested in doing discourse analysis in the light of Appraisal.

The paper discusses the application of constructivism to teaching interpreting to senior students of Business English at the University of Finance-Marketing’s Foreign Language Department. In fact, the author depicts the classroom model, in which the constructivist approach in combination with cooperative learning is adopted in two empirical courses. The participant observation and questionnaire reveal that the students are really interested in and inspired by the constructivist approach to teaching interpreting at tertiary level, and the factor analysis of material preference, language proficiency, confidence, methods and the teacher through data statistics indicates that the students like and support the empirical courses, and the teacher is the most influential on students’ learning and the most satisfying factor.

Bài nghiên cứu so sánh đối chiếu này nhằm tìm ra những điểm tương đồng hoặc khác biệt trong cách phát âm nhóm phụ âm tắc vô thanh tiếng Anh giữa sinh viên Việt Nam (SVVN) và sinh viên Mỹ (SVM). 14 tệp ghi âm được phân tích qua phần mềm Praat. Kết quả đối chiếu thời gian khởi phát (VOT) của phụ âm đầu, trường độ của phụ âm cuối và ảnh phổ sóng âm cho thấy hai nhóm đều thể hiện nhóm phụ âm đầu với VOT tăng dần khi vị khí phát âm lùi dần về phía sau. Một số SVVN không phát âm được phụ âm cuối /t/, /p/; và một số SVM không thể hiện được âm cuối /t/. Theo đó, một số giải pháp được đề xuất nhằm tăng hiệu quả của việc dạy ngữ âm và luyện âm của sinh viên.

Research on the construction of practice and identity in English language teaching has mostly focused on first career language teachers. However, partly due to a growing demand for English in non-English speaking countries, second career teachers are among the fast growing groups within the teacher population. Among these second career teachers, there is an emerging cohort of teachers who obtained their non-teaching university degree in an English-speaking country but eventually changed their career into teaching English as a Second Language (ESL). This cohort has a great potential to become qualified ESL teachers thanks to their good command of English and their first-hand cross-cultural experience. However, unsurprisingly, in the early stage of their ESL teaching career, they obviously lack teaching methodology and experience. Drawing on the concept of community of practice and teacher identity, this study explores how these non-traditional teachers created space for developing practice and identity. Data were collected from narrative interviews conducted with three participants who were teaching English in different English centers in Vietnam. Each participant, with the above-mentioned special background, in the early or middle stage of their career, struggles to pursue professional development and to construct their identity in an English teaching organization. The researcher hopes that the findings of the study may help to shed some light on practice and identity construction of teachers with special backgrounds in Vietnam and in other similar contexts.

Today, teaching and learning of Korean language in universities and colleges is increasingly popular. The issue of how to teach and learn Korean effectively has received much attention. Listening skills are an important skill in learning Korean, because listening comprehension is good for effective communication in Korean. The report aims to introduce effective teaching methods of Korean Listening through Dictogloss. This approach not only focuses on the learner's listening but also on writing, reading and speaking. Dictogloss is a comprehensive method that teachers can use to improve the ability of Korean learners.  

The project “Identifying learning styles of students in developing listening skill in English classes” has been carried out with a view to provide the effectiveness of teaching and learning listening skill for students. Qualitative and quantitative methods were used to collect and analyze questionnaire, observation, interview with 90 students of grade 11 and 10 teachers from English classes, which led to the identification of critical issues related to listening learning and teaching. The findings contain: (1) Learning styles affect the results of learning listening skill differently; (2) Identifying learning styles brings considerable benefits to the area of teaching and learning listening skill.

Bài báo phản ánh thực tế và hiệu quả sử dụng tài liệu giảng dạy bổ trợ của giảng viên cho các lớp tiếng Anh cơ bản bậc 3/6 ở Khoa Tiếng Anh Chuyên ngành, Trường Đại học Ngoại ngữ, Đại học Huế. Kết quả nghiên cứu cho thấy rằng các giáo trình đang sử dụng chưa đáp ứng đủ yêu cầu giảng dạy tại khoa Tiếng Anh Chuyên ngành, trường Đại học Ngoại ngữ, Đại học Huế. Việc sử dụng tài liệu bổ trợ chủ yếu nhằm mục đích bổ trợ sinh viên trong kỳ thi năng lực ngoại ngữ tiếng Anh dành cho khối sinh viên không chuyên của Đại học Huế. Ngoài ra tài liệu bổ trợ có nội dung đa dạng, hấp dẫn mang lại những hiệu quả đáng kể trong việc dạy, học và kiểm tra đánh giá.

Bài báo này trình bày một số kết quả chính của đề tài nghiên cứu các nguồn tư liệu đang được sử dụng trong các lớp học biên dịch ngành Tiếng Anh ở trường Đại học Ngoại ngữ, Đại học Huế và tìm hiểu các nguồn tư liệu này có đáp ứng nhu cầu của thị trường dịch thuật hiện nay không. Kết quả phỏng vấn các giáo viên, sinh viên đang theo học và sinh viên đã tốt nghiệp ngành biên dịch cho thấy nhiều khó khăn trong công việc chọn lọc tài liệu phù hợp để dạy biên dịch. Ngoài ra, nghiên cứu còn chỉ ra có sự bất cập giữa nguồn tài liệu đang được giảng dạy và nhu cầu thực tế của công tác biên dịch mà các cựu sinh viên tốt nghiệp đang đảm trách. Mục đích cuối cùng của đề tài là đưa ra một số gợi ý nhằm nâng cao chất lượng công tác đào tạo biên dịch.

This paper addresses the challenges and opportunities while using digital artifacts like videos and e-portfolio as tools for assessment in pre-service teacher training programs. A case study was conducted at a hogeschool in Brussels. The aim was to explore how videos and e-portfolio are applied to assess student teachers’ performance and how beneficial or challenging these tools are if applied in the teaching and learning process. Semi-structured interviews and qualitative method were used to collect and analyze the data. The findings showed that although there was strong integration of information and communication technology (ICT) in the curriculum, particularly for assessment, the implementation of these tools was still hindered by the limited vision and belief of the teacher trainers. Based on the theoretical issues and the context of the case, suggestions were made with the intention to improve the implementation of ICT tools for assessment in pre-service teacher education

This paper reports a study that investigated Vietnamese EFL tertiary teachers’ support for their students’ use of digital resources through mobile devices to learn English. The study involved 26 teachers in the department of English of a university in central Vietnam and used a mixed methods approach collecting data from an online survey, semistructured interviews, classroom observations and digital evidence documentation. The findings show that the teachers in general have provided various types of support to their students in using digital resources to learn English which can be categorized into affection, capacity and behavior support. The findings also reveal the teachers’ counter support due to their concerns about students’ overuse and overdependence on digital resources that are easily made available on mobile devices.