Dòng Nội dung
1
Nhìn lại một thập niên nghiên cứu áp dụng ngôn ngữ học tri nhận vào giảng dạy ngoại ngữ.. / Phạm Thị Hồng Nhung. // Ngôn ngữ và đời sống. 2014, Số 6 (224).
2014
tr. 16-22.

Since its birth in the 70s, cognitive linguistics has greatly contributed to a comprehensive understanding of the connection between language and mind, of how language is learnt, especially of how human beings extract language knowledge from language use. Research on the application of cognitive linguistics to foreign language teaching for the last 10 years has provided valuable implications for language teachers.
2
Thuyết thông minh ngôn ngữ với việc dạy-học từ vựng tiếng Anh. / Lê Thị Tuyết Hạnh, Lê Phạm Hoài Thương. // Ngôn ngữ và đời sống. 2014, Số 6 (224).
2014
tr. 36-39.

This article discusses Multiple Intelligences Theory proposed by Gardner and focuses particularly on “Linguistic Intelligence”. Linguistic intelligence is shown in the perception of word meaning, word order, sound, rhythm, and word length that enable a word to be more recognizable. Learners with linguistic intelligence are able to use language to persuade, encourage and express ideas. Based on the principles of Multiple Intelligences Theory, the article suggests the activities for teaching and learning vocabulary in and out of the classroom to help learners with potential linguistic intelligence to advance in their capacity.
3
Tương tác trong lớp học ngoại ngữ theo quan điểm của thuyết văn hóa – xã hội. / Lê Phạm Hoài Hương, Trần Thị Thanh Thương. // Ngôn ngữ và đời sống. 2014, Số 6 (224).
2014
tr. 12-15.

Interaction is an essential component in foreign languages classes. Sociocultural theory developed by Vygotsky and his colleagues emphasizes the roles of teachers in assisting and guiding students to develop their potential in language use. Besides, peer interaction helps learners advance in their language skills and learning strategies as well as solve problems effectively. Peer scaffolding is considered to enable learners of lower level of language competence to move to higher levels. Classroom artifacts such as textbooks, computers, software, and other learning tools interact with learners to bring about changes in their knowledge and understanding. They also play a part in monitoring learner’s behaviours and draw their attention to the assigned tasks.
4
Về văn bản dịch thuật dạy ở trường đại học và văn bản dịch thuật trên thị trường. / Phạm Hòa Hiệp, Đoàn Thanh Tuấn. // Ngôn ngữ và đời sống. 2014, Số 6 (224).
2014
tr. 23-28.

This paper reports a study exploring the type texts graduate students are requested to translate in comparison with those requested to translate at university. The paper will first discuss the growing demand for translation in the globalization context in Vietnam. Then it will give a brief description of the translation course at university there. Drawing on the results of the study, the paper will continue to point out the mismatch between what is taught and what is required in the translation market, it will close by identifying and exploring some implications to enhance general graduate employability not only for the translation curriculum but also for any tertiary course in Vietnam.