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Ảnh hưởng của thói quen sử dụng tiếng Việt tới cách viết tiếng Anh học thuật của sinh viên Đại học Quốc gia Hà Nội./ Phan Thị Ngọc Lệ.
// Ngôn ngữ và đời sống 2014, Số 3 (221). 2014.tr. 74-78. The article analyses some informal and non – academic expression in 150 academic essays by Vietnamese students from three universities of Vietnam National University (VNU) namely University of Natural Sciences, University of Social Sciences and Humanities, and University of Languages and International Studies and then discusses the major causes and reasons of the situation. It can be seen from the findings that students’ essays did not meet the standard of Vietnamese writing habits and the different thinking styles of people who belong to one culture and write in another language. Based on this explanation, some suggestions and implications have also been proposed to improve the quality of academic writing by Vietnamese students. It is hoped that Vietnamese learners can find the best ways for their English learning in general and for their writing skill in particular.
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Vận dụng lí thuyết hoạt động lời nói giúp học sinh tăng cường sử dụng tiếng Anh trong lớp học./ Huỳnh Thị Bích Vân.
// Ngôn ngữ và đời sống 2014, Số 3 (221). 2014.tr. 70-73. The most important purpose of teaching a foreign language is to help learners use the language. “Use” here focuses on speaking and writing skills – the ability to express ideas in everyday communication. Many students have difficulty in using English in their classroom as well as in everyday life. That is because English education in school doesn’t achieve the desired objectives causing big challenges for the educators. There are many reasons, but lacking the language practice environment is the main one. In certain condition, ability and amount of time, teachers can create English language environment in class by applying speech activity theory. According to L.X. Vygotsky, language has nature of activity and speech is activity. With the theory, teachers should create the demand of speech activity to motivate the need and interest to speak. Then students use English as a real need to satisfy their communication purpose.
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