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verb 能,acquisition,error analysis,Chinese,Vietnamese students",{"VI":231,"EN":232},"Động từ năng nguyện 能 có ba nghĩa: năng lực (能1); khả năng (能2); cho phép (能3). Nghiên cứu này nhằm mục đích khảo sát quá trình thụ đắc và phân tích lỗi sử dụng động từ năng nguyện 能 của sinh viên Việt Nam dựa trên kho ngữ liệu trung gian. Nghiên cứu đã truy xuất được 2.048 trường hợp sử dụng động từ năng nguyện 能, trong đó, nghĩa 能2 được sử dụng nhiều nhất, kế đến là nghĩa 能1 và 能3. Nghiên cứu phát hiện sinh viên Việt Nam tương đối dễ thụ đắc 能, ngay từ giai đoạn sơ cấp đã thụ đắc được các nghĩa của động từ năng nguyện này. Tuy nhiên, vẫn tồn tại một số lượng lỗi dùng thừa và lỗi nhầm lẫn khi sử dụng. Hai lỗi này xuất hiện ở cả ba nghĩa của 能, cũng xuất hiện ở cả ba giai đoạn học tập ngôn ngữ. Nghiên cứu cho rằng các yếu tố số lượng nghĩa của 能, sự giao thoa ngữ nghĩa giữa 能 và các động từ năng nguyện khác, sự khác biệt giữa 能 và “có thể” trong tiếng Việt, nội dung giáo trình chưa đầy đủ đã ảnh hưởng đến việc thụ đắc động từ này của sinh viên Việt Nam.","The modal verb 能 (neng) carries three main meanings: (1) expressing ability (能1); (2) indicating possibility (能2); and (3) denoting permission (能3). Based on an interlanguage corpus, this study examines how Vietnamese students acquire and misuse the modal verb 能. This study identified 2,048 instances of the modal verb 能. The meaning 能2 was the most frequently used, followed by 能1 and 能3. The research reveals that Vietnamese students acquire 能 relatively easily, grasping its various meanings even at the elementary stage. However, a notable number of errors, including overuse and misuse, persist. These errors occur across all the three meanings of 能 and at all the three stages of language learning. This study posits that factors such as the number of meanings of 能, semantic interference between 能 and other modal verbs, the differences between 能 and the Vietnamese equivalent “có thể”, and incomplete textbook content have influenced Vietnamese students’ acquisition of the modal verb. ",{"VI":234,"EN":235},"THỤ ĐẮC ĐỘNG TỪ NĂNG NGUYỆN 能 TRONG TIẾNG TRUNG QUỐC CỦA SINH VIÊN VIỆT NAM","THE ACQUISITION OF THE MODAL VERB 能 (NENG) IN CHINESE BY VIETNAMESE STUDENTS",{"VOID":237},"10.63023\u002F2525-2445\u002Fjfs.ulis.5588","PUBLICATION","2026-04-29T20:31:09.972+00:00","Auto 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Chinese Proficiency Grading Standards for International Chinese Language Education. Beijing Language and Culture University Press. https:\u002F\u002Fproduct.dangdang.com\u002F12388357858.html",{"id":26,"text":302,"url":26,"identifiers":26},"Chen, R. F. (2002). Liuxuesheng shiyong “neng” “hui” de pianwu ji jiaoxue duice [The pragmatic errors of Chinese modals “neng” and “hui” by overseas students and the corresponding teaching strategies]. Language Teaching and Linguistic Studies, 1, 50-53. https:\u002F\u002Fvnshort.com\u002FfrY1",{"id":26,"text":304,"url":26,"identifiers":26},"Corder, S. P. (1967). The significance of learner’s errors. International Review of Applied Linguistics in Language Teaching, 5(4), 161-170. http:\u002F\u002Fdx.doi.org\u002F10.1515\u002Firal.1967.5.1-4.161",{"id":26,"text":306,"url":26,"identifiers":26},"Granger, S. (1996). From CA to CIA and back: An integrated approach to computerized bilingual and learner corpora. In K. Aijmer, B. Altenberg, & M. Johansson (Eds.), Languages in Contrast. Text-based Cross-linguistic Studies (pp. 37-51). Lund University Press. https:\u002F\u002Fwww.scirp.org\u002Freference\u002Freferencespapers?referenceid=3206933",{"id":26,"text":308,"url":26,"identifiers":26},"Guo, Z. J. (2019). Nengyuan dongci, qingtai he zhuguan biaoda yanjiu [A Study on Modal Verbs, Modality, and Subjective Expression]. Language Press. https:\u002F\u002Fproduct.dangdang.com\u002F28495632.html",{"id":26,"text":310,"url":26,"identifiers":26},"Guo, Z. L. (1990). Biaoshi cunzai mou zhong kenengxing de “neng” he “keyi” [“Neng” and “keyi” in expressing the existence of a certain possibility]. In Proceedings of the 3rd International Conference on Teaching Chinese as a Foreign Language (pp. 469-478). Beijing Language Institute Press. https:\u002F\u002Fvnshort.com\u002Fpj2k",{"id":26,"text":312,"url":26,"identifiers":26},"Hu, M. (2012). Oumei liuxuesheng Hanyu nengyuan dongci “neng” de xide qingkuang kaocha. In D. J. Sun (Ed), Oumei xuesheng Hanyu yufa xide yu renzhi zhuanti yanjiu [A Thematic Study on the Acquisition and Cognition of Chinese Grammar by European and American Students] (pp. 230-250). Peking University Press. https:\u002F\u002Fproduct.dangdang.com\u002F22913078.html",{"id":26,"text":314,"url":26,"identifiers":26},"Huang, H. H. (2023). Fei Hanyu muyu liuxuesheng nengyuan dongci “neng” duoyi xiang de xide shunxu yanjiu [A study on the acquisition sequence of multiple meanings of the modal verb “neng” by non-native Chinese Learners]. Sinogram Culture, 23, 90-92. https:\u002F\u002Fdoi.org\u002F10.14014\u002Fj.cnki.cn11-2597\u002Fg2.2023.23.030.",{"id":26,"text":316,"url":26,"identifiers":26},"James, C. (1998). Errors in Language Learning and Use: Exploring Error Analysis. Longman. https:\u002F\u002Fdoi.org\u002F10.4324\u002F9781315842912",{"id":26,"text":318,"url":26,"identifiers":26},"Lai, P. (2016). Yingyu muyu zhe Hanyu qingtai xide duo jiaodu tanxi [A Multiple-Perspective Study on English Speakers’ Acquisition of Chinese Modal Verbs]. Sun Yat-sen University Press. https:\u002F\u002Fproduct.dangdang.com\u002F12313061764.html",{"id":26,"text":320,"url":26,"identifiers":26},"Lu, Q. H., Lin, Q. Q., & Tao, J. J. (2017). Duiwai Hanyu cihui jiaoxue xitongxing yu youxiaoxingyanjiu [A Study on the Systematicity and Effectiveness of Teaching Chinese Vocabulary as a Foreign Language]. Peking University Press. https:\u002F\u002Fproduct.dangdang.com\u002F25179535.html",{"id":26,"text":322,"url":26,"identifiers":26},"Lü, S. X. (1999). Xiandai Hanyu babai ci [Eight Hundred Words of Modern Chinese]. The Commercial Press. https:\u002F\u002Fproduct.dangdang.com\u002F29244801.html",{"id":26,"text":324,"url":26,"identifiers":26},"Lu, X. K. (2004). Xiandai Hanyu jiben zhudongci yuyi yanjiu [A Study on the Semantics of Basic Auxiliary Verbs in Modern Chinese]. China Social Sciences Press. https:\u002F\u002Fproduct.dangdang.com\u002F12332064453.html",{"id":26,"text":326,"url":26,"identifiers":26},"Luu, H. V. (2022). Principles, Practices, and Challenges in Building a Chinese Interlanguage Corpus Based on Data from Vietnamese Students. In Proceedings of the 2022 Language Education and Research Conference (pp. 153-160). Thanhnien Publishing House.",{"id":26,"text":328,"url":26,"identifiers":26},"Luu, T. T. (2012). Yuenan xuesheng Hanyu nengyuan dongci xide yanjiu [Research on the acquisition of Chinese can-wish verb by Vietnamese students] [Master’s Thesis, Guangxi University for Nationalities]. https:\u002F\u002Fvnshort.com\u002FDkhT",{"id":26,"text":330,"url":26,"identifiers":26},"Ma, L. (2014). Mianxiang duiwai Hanyu jiaoxue de nengyuan dongci “neng” de yanjiu [The search of the modal verb “neng” in teaching Chinese as a foreign language]. [Master’s Thesis, Central China Normal University]. https:\u002F\u002Fvnshort.com\u002F1Pq9",{"id":26,"text":332,"url":26,"identifiers":26},"Phan, T. H. (2016). Yuenan xuesheng Hanyu nengyuan dongci de pianwu fenxi [An error analysis of Chinese modal verbs by Vietnamese students]. [Master’s Thesis, Hunan University]. https:\u002F\u002Fvnshort.com\u002FS9Ik",{"id":26,"text":334,"url":26,"identifiers":26},"Tran, D. V. A. (2013). Yuenan xuesheng Hanyu nengyuan dongci “neng”, “keneng”, “nenggou”, “hui” pianwu fenxi [The error analysis and countermeasure of Vietnamese students using “neng, keneng, nenggou, hui”]. [Master’s Thesis, Guangxi University for Nationalities]. https:\u002F\u002Fvnshort.com\u002FI4JS",{"id":26,"text":336,"url":26,"identifiers":26},"Zhang, L. (2008). Liuxuesheng “hui” yu “neng” de shiyong qingkuang fenxi [An analysis of how overseas students use hui and neng]. Journal of College of Chinese Language and Culture of Jinan University, 3, 53-58. https:\u002F\u002Fdoi.org\u002F10.16131\u002Fj.cnki.cn44-1669\u002Fg4.2008.03.011",{"id":26,"text":338,"url":26,"identifiers":26},"Zheng, T. G. (2002). “Hui” yu “neng” de chayi [The differences between “hui” and “neng”]. In J. M. Guo & T. G. Zheng (Eds), Sitong shiyi – Hanyu jinyi biaoda fangshi de renzhi yuyong fenxi [Seemingly Similar but Actually Different - A Cognitive-Pragmatic Analysis of Near-Synonymous Expressions in Chinese] (pp. 137-148). China Social Sciences Press. https:\u002F\u002Fproduct.dangdang.com\u002F12466761517.html",{"id":26,"text":340,"url":26,"identifiers":26},"Zhou, Y. B. (2010). Xiandai Hanyu zhudongci yanjiu [A Study of Auxiliary Verbs in Modern Chinese]. Anhui University Press. https:\u002F\u002Fproduct.dangdang.com\u002F12356539479.html",false,{"id":343,"createTime":344,"updateTime":345,"relativeEntities":346,"slug":347,"properties":348,"entityType":238,"verifyStatus":25,"verifyTime":344,"verifyNote":359,"syncStatus":27,"languages":26,"translateLanguages":26,"viewCount":38,"primaryUrl":360,"fullTextUrl":26,"authors":361,"publicationType":264,"publisherRelationship":413,"citationCount":38,"citationInfo":439,"publishDate":440,"publishYear":295,"citationAnalyzeStatus":441,"lastCitationAnalyze":26,"indexDatabases":26,"openAccess":26,"references":26,"isForceReanalyzing":341},"5b18fe0e-aea1-4b03-86e3-1ccd8700b5a3","2023-05-10T02:30:47.560+00:00","2026-04-23T23:42:01.476+00:00",[],"D%E1%BA%A1y%20ti%E1%BA%BFng%20Anh%20%E1%BB%9F%20b%E1%BA%ADc%20ph%E1%BB%95%20th%C3%B4ng%20v%C3%A0%20%C4%91%E1%BA%A1i%20h%E1%BB%8Dc%20Vi%E1%BB%87t%20Nam%20nh%C3%ACn%20t%E1%BB%AB%20khoa%20gi%C3%A1o%20d%E1%BB%A5c%20ngo%E1%BA%A1i%20ng%E1%BB%AF",{"references":349,"keywords":351,"abstract":353,"title":356},{"VOID":350},"Ellis, R. (2002). Principles of instructed language teaching. Asian EFL Journal. Special edition: May 2005 Conference Proceedings.\nTô Thị Thu Hương (2008). Sinh viên Việt Nam học tiếng Anh như thế nào? Tạp chí Ngôn ngữ và đời sống, số 6 (152), 20-27.\nJohnson, J. and Newport, E. (1989). Critical period effects in the second language\nlearning: The influenceof maturational state on the acquisition of English as a second language. Cognitive Psychology 21, 60-99.\nLightbown, P.M. & Spada, N. (2000). How Languages are Learned. Oxford: Oxford University Press.\nMoore, K.D. (2007). Classroom Teaching Skills. Boston: McGrow Hill.\nTrần Thị Nga (2007). Dạy ngoai ngữ ở trường Đại học Khoa học Tự nhiên. Journal of Science, Vietnam National University, Vol. 23, 149-155.\nPatkowski, M. (1980). The sensitive period for the acquisition of syntax in a second language. Language Learning 30\u002F2 , 449-472\nRichards, J.C. (2002). Theories of Teaching in Language Teaching, in Richarts, J.C.\n& Renandya, W.A., (eds.), Methodology in Language Teaching- An\nAnthology of Current Practice. Cambridge: Cambridge University Press.\nSnow, C. and Hoefnagel-Hohle, M. (1978). The Critical period for language acquisition: evidence from second language learning. Child Development 49\u002F4, 1114-1128.\nHoàng Văn Vân, Nguyễn Thị Chi, Hoàng Thị Xuân Hoa (2006). Đổi mới phương pháp giảng dạy tiếng Anh ở trường trung học phổ thông Việt Nam. Hà Nội: NXB Giáo dục.\nHoàng Văn Vân (2010). Dạy tiếng Anh không chuyên ở các trường đại học Việt Nam, những vấn đề lý luận và thực tiễn. Hà Nội: NXB Đại học Quốc gia Hà Nội.",{"EN":352},"English teaching,ELT in Vietnam,general and tertiary education,second language  education",{"EN":354,"VI":355},"The report attempts to outline the current situation of ELT in general and tertiary education in Vietnam with comments from second language education perspectives. The main contents include:\n- The gains and losses of ELT in general and tertiary education inVietnamduring the past few years.\n-  The key current situational factors that affect ELT in general and tertiary education inVietnamsuch as language education policy, curriculum development and implementation with comments based on the common principles of second language education.\n- Suggestions for how to address main questions relating to the current ELT inVietnam.","Bài viết điểm lại những nét chính về hiện trạng dạy tiếng Anh ở bậc phổ thông và đại học Việt Nam và đưa ra một số nhận xét theo cách nhìn của các nhà lý luận giáo dục ngoại ngữ. Phần đầu bài viết điểm qua những thành tựu và tồn tại của việc dạy tiếng Anh ở bậc phổ thông và đại học Việt Nam trong những năm qua. Trong phần tiếp theo, bài viết phân tích những nhân tố chính tác động đến việc dạy tiếng Anh ở bậc phổ thông và đại học Việt Nam như chính sách giáo dục ngôn ngữ, phát triển và thực hiện chương trình giáo dục ngoại ngữ quốc gia, trình độ và kỹ năng đội ngũ giáo viên v.v. Từ đó, bài viết đưa ra một số nhận xét và phân tích dựa trên ý kiến của các nhà lý luận giáo dục ngoại ngữ cùng những gợi ý cho việc giải quyết một số vấn đề liên quan đến dạy tiếng Anh ở bậc phổ thông và đại học Việt Nam.",{"EN":357,"VI":358},"ELT in Vietnam general and tertiary education from second language education perspectives","Dạy tiếng Anh ở bậc phổ thông và đại học Việt Nam nhìn từ khoa giáo dục ngoại ngữ","4cf1c5f6-7802-4246-bb25-7cddce9621ce","https:\u002F\u002Fjfs.ulis.vnu.edu.vn\u002Findex.php\u002Ffs\u002Farticle\u002Fview\u002F1081",[362,370,377,384,391,399,406],{"id":363,"sortIndex":55,"researcher":26,"roles":364,"affiliations":366,"properties":367},"40aba3e1-795c-427e-ab86-68b4d01e3229",[365],"AUTHOR",[],{"title":368},{"VI":369},"HNT Tran",{"id":371,"sortIndex":57,"researcher":26,"roles":372,"affiliations":373,"properties":374},"285c9961-f53b-4dfc-8cf7-83ddb78d1031",[365],[],{"title":375},{"VI":376},"HTT 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S., Miller, J. L., & DeSteno, D. (2003). Individual talker differences in voice onset time. The Journal of the Acoustic Society of America, 113, 544-552. https:\u002F\u002Fdoi.org\u002F10.1121\u002F1.1528172\nAuzou, P., Ozsancak, C., Morris, R., Jane, M., Eustache, F., & Hannequin, D. (2000). Voice onset time in aphasia, apraxia of speech and dysarthria: A review. Clinical Linguistics & Phonetics, 14(2), 131-150. https:\u002F\u002Fdoi.org\u002F10.1080\u002F026992000298878\nBates, D., Maechler, M., Bolker, B., & Walker, S. (2014). lme4: Linear mixed-effects models using ‘Eigen’ and S4. R package version 1.1-7. https:\u002F\u002Fcran.r-project.org\u002Fweb\u002Fpackages\u002Flme4\u002Findex.html.\nBerry, J., & Moyle, M. (2011). Covariation among vowel height effects on acoustic measures. Journal of the Acoustical Society of America, 130(5), 365-371. https:\u002F\u002Fdoi.org\u002F10.1121%2F1.3651095\nCho, T., & Ladefoged, P. (1999). Variations and universals in VOT: Evidence from 18 languages. Journal of Phonetics, 27, 207-229. https:\u002F\u002Fdoi.org\u002F10.1006\u002Fjpho.1999.0094\nCole, J., Kim, H., Choi, H., & Hasegawa-Johnson, M. (2007). Prosodic effects on acoustic cues to stop voicing and place of articulation: Evidence from Radio News speech. Journal of Phonetics, 35(2), 180-209.\nDocherty, G. (1992). The timing of voicing in British English obstruents. Foris. https:\u002F\u002Fdoi.org\u002F10.1515\u002F9783110872637\nForrest, K., Weismer, G., & Turner, S. (1989). Kinematic, acoustic, and perceptual analyses of connected speech produced by Parkinsonian and normal geriatric adults. Journal of the Acoustical Society of America, 85, 2608-2622. https:\u002F\u002Fdoi.org\u002F10.1121\u002F1.397755\nKendall, T. (2013). Speech rate, pause and sociolinguistic variation, Palgrave Macmillan.\nKeshet, J., Sonderegger, M., & Knowles, T. (2014). AutoVOT: A tool for automatic measurement of voice onset time using discriminative structured prediction [Computer program],Version 0.91. https:\u002F\u002Fdoi.org\u002F10.1121\u002F1.4763995\nKessinger, R., & Blumstein, S. (1997). Effects of speaking rate on voice onset time in Thai, French, and English. Journal of Phonetics, 23, 148-68. https:\u002F\u002Fpsycnet.apa.org\u002Fdoi\u002F10.1006\u002Fjpho.1996.0039\nKlatt, D. H. (1975). Voice onset time, frication, and aspiration in word-initial consonant clusters. Journal of Speech, Language, and Hearing Research, 18, 686-706. https:\u002F\u002Fdoi.org\u002F10.1044\u002Fjshr.1804.686\nKoenig, L. (2000). Laryngeal factors in voiceless consonant production in men, women, and 5-year-olds. Journal of Speech, Language, and Hearing Research, 43, 1211-1228,\nLisker, L., & Abramson, A. S. (1964). A cross-language study of voicing in initial stops: Acoustical measurements. Word, 20, 384-422.\nLisker, L., & Abramson, A. (1967). Some effects of context on voice onset time in English stops. Language and Speech, 10, 1-28. https:\u002F\u002Fdoi.org\u002F10.1080\u002F00437956.1964.11659830\nMiller, J., Green, K., & Reeves, A. (1986). Speaking rate and segments: A look at the relation between speech production and speech perception for the voicing contrast. Phonetica, 43(3), 106-115.\nMorris, R., McCrea, C., & Herring, K. (2008). Voice onset time differences between adult males and females: Isolated syllables. Journal of Phonetics, 36(2), 308-317. http:\u002F\u002Fdx.doi.org\u002F10.1016\u002Fj.wocn.2007.06.003\nNearey, T., & Rochet, B. (1994). Effects of place of articulation and vowel context on VOT production and perception for French and English stops. Journal of the International Phonetic Association, 24, 1-18. https:\u002F\u002Fdoi.org\u002F10.1017\u002FS0025100300004965\nOh, E. (2011). Effects of speaker gender on voice onset time in Korean stops. Journal of Phonetics, 39(1), 59-67. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.wocn.2010.11.002\nPetrosino, L., Colcord, R., Kurcz, K., & Yonker, R. (1993). Voice onset time of velar stop productions in aged speakers. Perceptual and Motor Skills, 76, 83-88. https:\u002F\u002Fdoi.org\u002F10.2466\u002Fpms.1993.76.1.83\nR Core Team (2014). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. http:\u002F\u002Fwww.R-project.org\u002F\nRosenfelder, I., Fruehwald, J., Evanini, K., & Yuan, J. (2011). FAVE (Forced Alignment and Vowel Extraction).\nRyalls, J., Zipprer, A., & Baldauff, P. (1997) A preliminary investigation of the effects of gender and race on Voice Onset Time. Journal of Speech, Language and Hearing Research, 40, 642-645. https:\u002F\u002Fdoi.org\u002F10.1044\u002Fjslhr.4003.642\nRyalls, J., Simon, M., & Thomason, J. (2004). Voice onset time production in older Caucasian and African-Americans. Journal of Multilingual Communication Disorders, 2, 61-67. https:\u002F\u002Fdoi.org\u002F10.1080\u002F1476967031000090980\nSonderegger, M. (2012). Phonetic and phonological dynamics on reality television. University of Chicago dissertation.\nSonderegger, M., & Keshet, J. (2012). Automatic measurement of voice onset time using discriminative structured prediction. The Journal of the Acoustical Society of America, 132, 3965-3979. https:\u002F\u002Fdoi.org\u002F10.1121\u002F1.4763995\nSonderegger, M. (2015). Trajectories of voice onset time in spontaneous speech on reality TV. In The Scottish Consortium for ICPhS (Ed.), Proceedings of the 18th International Congress of Phonetic Sciences.\nStuart-Smith, J., Sonderegger, M., Rathcke, T., & MacDonald, R. (2015). The private life of stops: VOT in a real-time corpus of spontaneous Glaswegian. Laboratory Phonology, 6, 505-549. https:\u002F\u002Fdoi.org\u002F10.1515\u002Flp-2015-0015\nTorre, P., & Barlow, J. (2009). Age-related changes in acoustic characteristics of adult speech. Journal of Communication Disorders, 42(5), 324-333. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.jcomdis.2009.03.001\nVolaitis, L. E., & Miller, J. L. (1992). Phonetic prototypes: Influence of place of articulation and speaking rate on the internal structure of voicing categories. The Journal of the Acoustical Society of America, 92(2), 723-735. https:\u002F\u002Fdoi.org\u002F10.1121\u002F1.403997\nWhiteside, S. P., & Irving, C. J. (1998). Speakers' sex differences in voice onset time: a study of isolated word production. Perceptual and Motor Skills, 86(2), 651-654. https:\u002F\u002Fdoi.org\u002F10.2466\u002Fpms.1997.85.2.459\nWhiteside, S. P., & Marshall, J. (2001). Developmental trends in voice onset time: Some evidence for sex differences. Phonetica, 58(3), 196-210. https:\u002F\u002Fdoi.org\u002F10.1159\u002F000056199\nWhiteside, S. P., Henry, L. & Dobbin, R. (2004). Sex differences in voice onset time: a developmental study of phonetic context effects in British English. Journal of the Acoustical Society of America, 116(2), 1179-1183. https:\u002F\u002Fdoi.org\u002F10.1121\u002F1.1768256\nYao, Y. (2009). Understanding VOT variation in spontaneous speech. In M. Pak (Ed.), Current numbers in unity and diversity of languages (pp.1122-1137). Linguistic Society of Korea.\nYu, A. C. L., Abrego-Collier, C., & Sonderegger, M. (2013). Phonetic imitation from an individual-difference perspective: Subjective attitude, personality and “autistic” traits. PloS One, 8(9), e74746. https:\u002F\u002Fdoi.org\u002F10.1371\u002Fjournal.pone.0074746",{"EN":452},"voiced onset time,stop production,spontaneous speech",{"EN":454,"VI":455},"Voice onset time (VOT) - an aspect of stop production, is known to be constrained by a number of word-level and speaker-level factors. While there has been extensive experimental research on VOT production, few studies have situated this aspect in naturally-occurring spontaneous speech. The goal of this study is twofold. First, we determine if the factors that affect VOT production in experimental studies conducted in speech laboratories are also relevant for VOT production in spontaneous speech. Second, we explore the possible interactions among those factors. In this study, a spoken corpus consisting of clips from a reality TV show was analyzed using a semi-automatic VOT measurement method that allows for the quick and reliable processing of large numbers of VOT measures. The findings confirm the effects of word-level constraints in the expected directions; however, we find negligible effects of speakers' individual differences, namely speech rate and speaker’s gender, on VOTs. The current study sheds new light on a range of factors that were previously identified as significantly affecting the patterning of VOTs found in experimentally-elicited data.","Thời gian khởi thanh (voice onset time - VOT) là một giá trị định lượng độ lệch pha tính bằng mili giây giữa hoạt động đóng\u002Fmở của các cơ quan cấu âm trên thanh quản và dây thanh. Như đã biết, đây là một đại lượng quan trọng trong việc phân biệt các phụ âm hữu thanh và phụ âm vô thanh và bật hơi trong nhiều ngôn ngữ trên thế giới nói chung, và tiếng Anh nói riêng. Trong sản sinh phụ âm tắc, có nhiều nghiên cứu cho rằng giá trị đại lượng này bị ràng buộc bởi nhiều khía cạnh về người nói và đặc điểm ngữ âm của môi trường xung quanh phụ âm tắc. Trên thế giới đã có nhiều nghiên cứu về các yếu tố ràng buộc thời gian khởi thanh, nhưng hầu hết các nghiên cứu này đều dựa trên các thí nghiệm được thiết kế nghiêm ngặt trong phòng lab để thu thập ngữ liệu. Có ít nghiên cứu đặt vấn đề này dựa trên lời nói xảy ra một cách tự nhiên mà không thực hiện trong phòng lab. Do đó, nghiên cứu này đặt ra hai mục tiêu như sau: (1) Xác định xem các khía cạnh ảnh hưởng đến thời gian khởi thanh trong các nghiên cứu thực nghiệm trong phòng lab có gây ra ảnh hưởng tương tự trong lời nói tự nhiên hay không;  (2) Khám phá những tương tác có thể xảy ra giữa những khía cạnh đó. Trong nghiên cứu này, chúng tôi tập hợp dữ liệu nói gồm các đoạn clip cắt từ một chương trình truyền hình thực tế đã được phân tích bằng một phương pháp đo VOT bán tự động cho phép xử lý nhanh chóng và tin cậy một số lượng lớn các giá trị VOT. Kết quả của nghiên cứu cho thấy các khía cạnh ở cấp độ từ chứa phụ âm vô thanh có ảnh hưởng tới giá trị VOT như đã được xác lập ở các nghiên cứu trong phòng lab. Tuy nhiên, nghiên cứu chỉ ra tác động không đáng kể của sự khác biệt cá nhân của người nói, cụ thể là tốc độ nói và giới tính của người nói, đối với giá trị VOT.",{"EN":457,"VI":458},"CONSTRAINTS ON THE VARIABILITY IN ENGLISH VOICE ONSET TIME PRODUCTION: EVIDENCE FROM SPONTANEOUS SPEECH","NHỮNG YẾU TỐ RÀNG BUỘC THỜI GIAN KHỞI THANH CỦA PHỤ ÂM TẮC TRONG TIẾNG ANH: NGHIÊN CỨU TỪ LỜI NÓI TỰ NHIÊN","https:\u002F\u002Fjfs.ulis.vnu.edu.vn\u002Findex.php\u002Ffs\u002Farticle\u002Fview\u002F5087","https:\u002F\u002Fjfs.ulis.vnu.edu.vn\u002Findex.php\u002Ffs\u002Farticle\u002Fdownload\u002F5087\u002F4464",[462],{"id":463,"sortIndex":38,"researcher":26,"roles":464,"affiliations":465,"properties":477},"a5324ef3-02bd-4c2f-8e41-4d75ba783e35",[365],[466],{"id":467,"sortIndex":38,"affiliation":468,"properties":26},"1080e618-0536-44f5-8b2c-ddd102e2cfde",{"id":469,"createTime":470,"updateTime":471,"relativeEntities":472,"slug":473,"properties":474,"entityType":260,"verifyStatus":27,"verifyTime":26,"verifyNote":26,"syncStatus":27,"languages":26,"translateLanguages":26,"viewCount":38},"269eedc8-8f28-4827-ae7b-14ebae796101","2024-02-10T21:13:48.240+00:00","2026-06-19T02:14:04.924+00:00",[],"International-University-Vietnam-National-University-Ho-Chi-Minh-City",{"title":475},{"VI":476},"International University, Vietnam National University, Ho Chi Minh City",{"title":478},{"VI":479},"Thi Quyen Nguyen",{"url":459,"publisher":481,"properties":502},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":482,"slug":10,"properties":483,"entityType":24,"verifyStatus":25,"verifyTime":26,"verifyNote":26,"syncStatus":27,"languages":489,"translateLanguages":26,"viewCount":31,"subjectFields":490,"manageAffiliations":491,"indexDatabases":492,"url":35,"thumbnailPath":36,"statistic":493,"gsStatistic":498,"type":216,"analyzePriority":26},[],{"country":484,"issn":485,"introduce":486,"title":487,"gsId":488},{"VOID":13},{"VOID":15},{"EN":17,"VI":18},{"EN":20,"VI":21},{"VOID":23},[29,30],[],[],[],{"impactFactor":38,"impactFactorByYear":494,"i10Index":49,"i10IndexLast5Year":50,"totalPublication":51,"totalPublicationByYear":495,"totalCitation":82,"totalCitationByYear":496,"totalCitationPerPublication":117,"totalCitationPerPublicationByYear":497,"hindexLast5Year":152,"hindex":152},{"2007":40,"2010":41,"2011":42,"2012":40,"2013":41,"2014":43,"2015":44,"2016":43,"2017":43,"2018":42,"2019":45,"2020":46,"2021":47,"2022":48,"2023":41,"2024":41,"2025":40},{"0":53,"1960":54,"1971":54,"1975":54,"1987":54,"1989":54,"1990":54,"1992":54,"1994":55,"1995":56,"1996":55,"1997":57,"1998":56,"1999":58,"2000":54,"2001":58,"2002":59,"2003":59,"2004":60,"2005":61,"2006":62,"2007":63,"2008":64,"2009":64,"2010":65,"2011":66,"2012":67,"2013":68,"2014":69,"2015":70,"2016":71,"2017":72,"2018":73,"2019":74,"2020":75,"2021":76,"2022":77,"2023":78,"2024":79,"2025":80,"2026":81},{"0":84,"1975":85,"1989":59,"1992":54,"1994":86,"1995":84,"1996":87,"1997":88,"1998":89,"1999":90,"2001":91,"2002":92,"2003":93,"2004":94,"2005":95,"2006":96,"2007":97,"2008":98,"2009":99,"2010":100,"2011":101,"2012":102,"2013":103,"2014":104,"2015":105,"2016":106,"2017":107,"2018":108,"2019":109,"2020":110,"2021":111,"2022":112,"2023":113,"2024":114,"2025":115,"2026":116},{"0":119,"1975":85,"1989":59,"1992":54,"1994":120,"1995":121,"1996":122,"1997":123,"1998":124,"1999":125,"2001":126,"2002":127,"2003":128,"2004":129,"2005":130,"2006":131,"2007":132,"2008":133,"2009":134,"2010":135,"2011":136,"2012":137,"2013":138,"2014":139,"2015":140,"2016":141,"2017":142,"2018":143,"2019":144,"2020":145,"2021":146,"2022":147,"2023":148,"2024":149,"2025":150,"2026":151},{"impactFactor":26,"impactFactorByYear":26,"i10Index":154,"i10IndexLast5Year":155,"totalPublication":156,"totalPublicationByYear":499,"totalCitation":174,"totalCitationByYear":500,"totalCitationPerPublication":193,"totalCitationPerPublicationByYear":501,"hindexLast5Year":163,"hindex":152},{"0":158,"1960":54,"1971":54,"1975":54,"1987":54,"1988":54,"1989":54,"1990":55,"1992":54,"1993":54,"1994":87,"1995":87,"1996":55,"1997":58,"1998":56,"1999":58,"2000":57,"2001":58,"2002":87,"2003":55,"2004":159,"2005":92,"2006":160,"2007":92,"2008":161,"2009":84,"2010":160,"2011":162,"2012":31,"2013":163,"2014":164,"2015":90,"2016":165,"2017":166,"2018":167,"2019":167,"2020":168,"2021":72,"2022":169,"2023":170,"2024":171,"2025":172,"2026":173},{"2003":62,"2004":152,"2005":64,"2006":64,"2007":176,"2008":66,"2009":66,"2010":177,"2011":178,"2012":179,"2013":167,"2014":180,"2015":181,"2016":182,"2017":183,"2018":184,"2019":185,"2020":186,"2021":187,"2022":188,"2023":189,"2024":190,"2025":191,"2026":192},{"2003":195,"2004":145,"2005":196,"2006":58,"2007":197,"2008":198,"2009":199,"2010":200,"2011":201,"2012":202,"2013":203,"2014":204,"2015":205,"2016":206,"2017":55,"2018":207,"2019":208,"2020":209,"2021":210,"2022":211,"2023":212,"2024":213,"2025":214,"2026":215},{"volume":503,"pages":505,"issue":507},{"VOID":504},"39",{"VOID":506},"88-101",{"VOID":508},"4",{"total":38,"publishYear":295,"statisticByYear":26},"2023-08-31",{"id":512,"createTime":513,"updateTime":513,"relativeEntities":514,"slug":515,"properties":516,"entityType":238,"verifyStatus":27,"verifyTime":26,"verifyNote":26,"syncStatus":27,"languages":525,"translateLanguages":26,"viewCount":38,"primaryUrl":526,"fullTextUrl":527,"authors":528,"publicationType":264,"publisherRelationship":621,"citationCount":26,"citationInfo":26,"publishDate":510,"publishYear":648,"citationAnalyzeStatus":27,"lastCitationAnalyze":26,"indexDatabases":26,"openAccess":26,"references":649,"isForceReanalyzing":341},"6a45878c-da6a-40a3-b80b-5a571bbc01db","2024-04-19T23:34:26.550+00:00",[],"T%C3%81C-%C4%90%E1%BB%98NG-C%E1%BB%A6A-NGHI%C3%8AN-C%C6%AF-U-KHOA-H%E1%BB%8CC-%C4%90%E1%BB%90I-V%E1%BB%9AI-TH%E1%BB%B0C-TI%C3%8A-N-GI%E1%BA%A2NG-D%E1%BA%A0Y-M%C3%94N-TI%C3%8A-NG-ANH-D%C6%AF%C6%A0-I-GO-C-NHI-N-CU-A-GIA-NG-VI%C3%8AN-%C4%90A-I-HO-C",{"keywords":517,"abstract":519,"title":522},{"EN":518},"EFL teachers,research,instructional practices,Vietnam",{"VI":520,"EN":521},"Nghiên cứu này nhằm tìm hiểu quan điểm của một số giảng viên tiếng Anh về tác động của nghiên cứu khoa học (NCKH) đối với hoạt động giảng dạy. Khách thể nghiên cứu bao gồm 50 giảng viên hiện đang công tác tại 5 trường đại học tại khu vực Đồng bằng sông Cửu Long ở miền Nam Việt Nam. Công cụ thu thập dữ liệu cho nghiên cứu bao gồm một bảng câu hỏi khảo sát với 26 tiểu mục được thiết kế theo thang đo Likert. Kết quả nghiên cứu cho thấy hoạt động NCKH góp phần cải thiện đáng kể sự hiểu biết của giảng viên về các nội dung liên quan đến việc thực hành giảng dạy, thúc đẩy họ suy ngẫm sâu hơn về phương pháp giảng dạy của mình. Ngoài ra, NCKH giúp giảng viên hiểu rõ và sâu sắc hơn về quá trình học tập, mở rộng nguồn cho việc phát triển ý tưởng và kinh nghiệm giảng dạy, tinh chỉnh hướng dẫn học thuật, và khuyến khích khả năng chiêm nghiệm trong quá trình giảng dạy. Kết quả nghiên cứu còn góp phần làm giàu nguồn tài liệu về việc đánh giá tác động của NCKH đối với thực hành giảng dạy của giảng viên. Có thể thấy, kết quả nghiên cứu mang lại giá trị tham chiếu quan trọng cho các quyết định về chính sách cũng như thực tiễn về việc kết hợp hoạt động NCKH vào đào tạo và các sáng kiến phát triển chuyên môn. Nghiên cứu cũng nhấn mạnh tầm quan trọng của hoạt động NCKH trong việc cải thiện phương pháp giảng dạy và thúc đẩy sự chiêm nghiệm trong dạy học của đội ngũ giảng viên tại Việt Nam.","This descriptive study aims to examine the perceptions of Vietnamese English as a Foreign Language (EFL) teachers on the influence of research on their instructional practices. The study involved 50 highly proficient and experienced teachers from five universities located in the Mekong Delta region of southern Vietnam. A questionnaire consisting of 26 Likert-type items was used to collect data, and the teachers’ perceptions of research effects were assessed based on their mean scores. The results indicated that research significantly enhanced teachers’ comprehension of their teaching practices, prompting them to reflect more deeply on their teaching methodologies. Additionally, research facilitated the elucidation of language learning processes, widened sources for developing teaching ideas and experience, refined academic instructions, and encouraged reflective teaching practices. The study contributes to the existing literature on the influence of research on instructional practices and provides insight into the critical effects of research on teachers’ practices. The results may inform policy and practice decisions on incorporating research into teacher training and professional development initiatives. Overall, this study highlights the importance of research in enhancing instructional methodologies and promoting reflective teaching practices.",{"VI":523,"EN":524},"TÁC ĐỘNG CỦA NGHIÊN CỨU KHOA HỌC ĐỐI VỚI THỰC TIỄN GIẢNG DẠY MÔN TIẾNG ANH DƯỚI GÓC NHÌN CỦA GIẢNG VIÊN ĐẠI HỌC","THROUGH THE EYES OF EFL TEACHERS AT TERTIARY LEVEL: UNVEILING THE IMPACT OF RESEARCH ON INSTRUCTIONAL PRACTICES",[30],"https:\u002F\u002Fjfs.ulis.vnu.edu.vn\u002Findex.php\u002Ffs\u002Farticle\u002Fview\u002F5081","https:\u002F\u002Fjfs.ulis.vnu.edu.vn\u002Findex.php\u002Ffs\u002Farticle\u002Fdownload\u002F5081\u002F4465",[529,536,543,573,600,607,614],{"id":530,"sortIndex":393,"researcher":26,"roles":531,"affiliations":532,"properties":533},"fc527ced-3ef8-4aeb-b7db-fc6712ab6e18",[],[],{"title":534},{"EN":535},"Huong Tra Nguyen",{"id":537,"sortIndex":57,"researcher":26,"roles":538,"affiliations":539,"properties":540},"48be7a6f-0845-4414-9978-07ccfaa2372c",[],[],{"title":541},{"EN":542},"Tan Thien Mai",{"id":544,"sortIndex":38,"researcher":26,"roles":545,"affiliations":546,"properties":570},"9975a593-a86e-4586-a6ae-ad3a0a5412d5",[],[547],{"id":548,"sortIndex":38,"affiliation":549,"properties":568},"1ab4e1a8-a442-4536-b0ee-a2266e633356",{"id":550,"createTime":551,"updateTime":552,"relativeEntities":553,"slug":554,"properties":555,"entityType":260,"verifyStatus":25,"verifyTime":565,"verifyNote":26,"syncStatus":27,"languages":566,"translateLanguages":26,"viewCount":567},"48b7c822-ba74-40a2-9222-03b9a41a273a","2023-05-19T03:00:31.991+00:00","2026-06-19T02:29:53.932+00:00",[],"Can-Tho-University",{"country":556,"title":557,"abbreviation":560,"address":562},{"VOID":13},{"EN":558,"VI":559},"Can Tho University","Trường Đại học Cần Thơ",{"VOID":561},"ctu",{"VI":563,"EN":564},"Khu II đường 3\u002F2, phường Xuân Khánh, quận Ninh Kiều, tỉnh Cần Thơ, Việt Nam"," Campus II, 3\u002F2 street, Ninh Kieu district, Can Tho city, 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This study attempts to present what the authors have experienced and applied in fostering learner autonomy in Country Studies (namely British and American Studies) at Faculty of English, Hanoi National University of Education. Starting with some main definitions about learner autonomy and its conditions, and basing on authors’ own experience and belief, the authors discuss four main strategies used in teaching and learning Country Studies. The first is designing an appropriate syllabus to help the learners acquire a very clear overview about the main content of the subject, the objectives, the requirements, the evaluation of the program, and the references which all later encourage them to determine the direction of their own learning, both inside-class and outside-class time. The second is keeping portfolio, which is considered as an act of self-exploration among the learners. Thirdly, it is necessary that teachers vary class activities, making use of group works and pair works effectively in order to successfully reinforce learner autonomy, so that the autonomous learners will be able to maintain their active learning attitudes and motivation. And last but not least, our students are highly advised to participate in extra-curricular activities like quiz games, fashion shows, field trips, culture competition, etc to enjoy new and more relaxing learning atmosphere and refresh themselves.",{"EN":882}," How to foster learner autonomy in country studies at Faculty of English - Hanoi National University of Education?","Author affiliation is blank","https:\u002F\u002Fjs.vnu.edu.vn\u002FFS\u002Farticle\u002Fview\u002F2569","https:\u002F\u002Fjs.vnu.edu.vn\u002FFS\u002Farticle\u002Fdownload\u002F2569\u002F2346",[887,894],{"id":888,"sortIndex":54,"researcher":26,"roles":889,"affiliations":890,"properties":891},"42c34fe6-77d2-403c-8406-0b86ba1e6f69",[365],[],{"title":892},{"VI":893},"Hoang Thi Giang Lam",{"id":895,"sortIndex":38,"researcher":26,"roles":896,"affiliations":897,"properties":898},"c02de710-1828-4328-86e1-5b97fef7affd",[365],[],{"title":899},{"VI":900},"Nguyen Thi 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methods, adaptation, grammar transformation, semantic transformation, implicature",{"EN":939},"This article presents the methods used when implicatures in German questions are translated into Vietnamese based on the analysis of questions with implicatures in the drama “Der Besuch der alten Dame” (The Visit\u002FThe Visit of the Old Lady) (Friedrich Dürrenmatt) and their equivalences in the translations “Bà lớn về thăm” (Pham Thi Hoai) and “Bà tỷ phú về thăm quê” (Le Chu Cau). The finding shows that the translators combined different translation methods to preserve implicatures in the original drama. The form of most questions wasn´t changed in the translations (they have question marks at the end of the sentence). The main methods are grammar transformations (eg. changing sentence structures, changing positions of components in the sentence) and semantic transformations (eg. changing style, interpreting, explaining the meaning of the words contained in the sentence, adding the adjectives at the end of the sentence to express the modal meaning, etc.). The study also shows that some questions in the original version were changed into declarative and imperative sentences. 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