Dòng Nội dung
1
An evaluation of the textbook " face2face pre-intermediate" for first year students at English Department, Hanoi University / Quản Lê Huy; Nguyễn Văn Kỷ hướng dẫn.
Hà Nội : Đại học Hà Nội, 2016.
70 tr. ; 30 cm.
2
An evaluation of the textbook "New market leader" (Pre-intermediate) for second-year students at academy of polity and deverlopment (APD): submitted in partial fulfillment of requirements of the degree of Master in TESOL/ Mai Thị Bình; Nguyễn Thái Hà hướng dẫn.
Hà Nội : Đại học Hà Nội, 2014.
106 tr.; 30 cm.
3
Đánh giá giáo trình "New English file pre-intermedite" = An evaluation of “New English life pre-intermadiate”/ Đào Thị Sáng. // Ngôn ngữ và đời sống. 2014, Số 11 (229).
2014
tr.24-28

The study was conducted to evaluate the material New English File Pre-intermediate which has been used for the first-year non-English mojor student at the University of Social Sciences and Humanities (USSH) since 2010 with a view to collection instruments employed in this study were questionnaires for teachers and students, teachers’ interviews and teachers’ weekly self-report. The material is analyzed based on the criteria proposed by Hutchinson & Water (1987), Cunningsworth’s (1995), Tomlinson’s (1998) and Mc Grath’s (2002) frameworks. The strengths and weaknesses of the material discovered through the study enable the author to conclude that the material responds to students’ needs and interests.Suggestions for better application of the material include adaptation techniques like addition, deletion, replacement, re-ordering and combination. Hopefully, these can help improve students’ English learning quality at the institution.
4
Đánh giá thái độ của giáo viên và học viên một số tỉnh miền núi phía Bắc về nội dung văn hóa trong giáo trình học tiếng anh = An investigation into the attitude towards the cultural representation in english textbooks percieved by teachers and students in some northers moutainous schools / Hoàng Nguyễn Thu Trang. // Ngôn ngữ và đời sống. 2014, Số 11 (229).
2014
tr.41-46

This research is the first attempt tom understand the perceptions of school teachers, as learners in an English proficciency course, on cultural representation in English textbooks. The aim of this exploratory study was to elicit some salient features in teachers-as-learns’ attitudes towards cultural content. The data on teachers’ attitudes were collected from a questionnaire and phone interviews to 34 school-teachers in muontainous areas, and the data on their teaching contexts arose from direct interviews to 12 teachers. The quantitative and qualitative analysis shows the impact of teaching contexts on teachers’ thoughts and the existence of traditional, English-as-an-International-Language perspectives as well as critical pedagogies. The write then gives recommendations on presenting culture in an English textbook as well as exploring cultural content in international textbook in Vietnam.