http://tainguyenso.vnu.edu.vn/jspui/handle/123456789/135 Mon, 18 May 2026 11:40:09 GMT 2026-05-18T11:40:09Z http://tainguyenso.vnu.edu.vn/jspui/handle/123456789/353 Ngôn ngữ học, tiếng việt và văn hóa việt nam trong dạy- học, nghiên cứu đối chiếu với các ngoại ngữ ở trường đại học ngoại ngữ-đại học quốc gia Hà Nội Chu, Thị Thanh Tâm According to some materials, we sorted out in teaching - learning, studying about basic linguistics, Vietnamese language and culture with other foreign language in VN NUHF, we would like to give out some following suggestions: 1. To confirm the importance of contrastive liguistics in teaching and studying in 3 training levels: BA, MA, Dr. 2. To confirm the main position of Vietnamese laguage and culture in cntrastive studying about mother togue - foreign languages in Vietnam. 3. To develope the study of Vietnamese language due to diferent ways and to use its results to create contrastive base for foreign languages. To be necersary to develope to contrastive study method systematically and among liguistics subjects in order to improve applicable rresults in teaching and learning language and give out a general look- through about the mother tongue - foreign language study. Ngoại ngữ =Foreign Languags. Vol.21, No.3 (F.L) Sat, 01 Jan 2005 00:00:00 GMT http://tainguyenso.vnu.edu.vn/jspui/handle/123456789/353 2005-01-01T00:00:00Z http://tainguyenso.vnu.edu.vn/jspui/handle/123456789/352 Bàn về phương pháp kiểm tra đánh giá chất lượng và một số hình thức kiểm tra đánh giá Vũ, Thu Thuỷ This paper discusses the key features of the qualitative assessment approach and proposes some relevant assessment methods. It is argued that assessment should be an integral part of the teaching-learning process. Assessment should assess, at the same time enhance, student learning. In this sense, assessment should be continuous, meaningful and relevant to the teaching-learning context. Above all, assessment should involve students directly in the assessment processes so that greater insights can be gained for improvement and development. In line with qualitative assessment, some assessment methods are reviewed with a discussion on how to use them in higher education context. The paper concludes that with adequate preparation, especially the articulation of specific criteria and standards, qualitative assessment methods should be used to promote student learning and development. Ngoại ngữ =Foreign Languags. Vol.21, No.3 (F.L) Sat, 01 Jan 2005 00:00:00 GMT http://tainguyenso.vnu.edu.vn/jspui/handle/123456789/352 2005-01-01T00:00:00Z http://tainguyenso.vnu.edu.vn/jspui/handle/123456789/348 Về động từ kết chuỗi trong tiếng anh và một số loại động từ tương đương trong tiếng việt Vũ, Ngọc Tú The verb is one of the most fundamental parts of speech in any language and it plays an extremely important role in grammatical structures as well as sentential constructions. Structurally, the verb may have preceding and following elements in the order: preceding element(s) + verb + following element(s). Semantically, the verb is a lexical word denoting process, action and state… In English, there is one kind of verb which often requires the occurrence of one of the following verb forms: bare infinitive, “to” infinitive, -ING form, or -ED form whenever it occurs. That is the “Catenative”. This paper looks at the catenatives in English both in terms of their structures and semantics and then points out some of their equivalents in Vietnamese. Structurally, catenatives can have four basic constructions: (1) NP1 V [(NP1) V]; (2) NP1 V [(NP2 V]; (3) NP1 V NP2 [(NP2) V ] and (4). NP1 V NP2 [(NP1) V] where NP1 stands for the first noun phrase, V for verb, NP2 for the second noun phrase, the round brackets () points out whether the noun phrase in the subordinate clause is identical with the first noun phrase or not and the square brackets [] indicate subordination. Semantically, catenatives may fall into such sub-classes as: “futurity”, “reporting”, “attitude”, “perception”… Each sub-class has its own constructions and it may be right to say that one sub-class of catenatives in English may be equivalent to one or more types of Vietnamese verbs and vice-versa. It is hoped that this paper will make a modest contribution to the research on English and Vietnamese English verb phrases in general and to English and Vietnamese language teaching as a foreign language in particular. Ngoại ngữ =Foreign Languags. Vol.21, No.3 (F.L) Sat, 01 Jan 2005 00:00:00 GMT http://tainguyenso.vnu.edu.vn/jspui/handle/123456789/348 2005-01-01T00:00:00Z http://tainguyenso.vnu.edu.vn/jspui/handle/123456789/346 Các phương thức chuyển dịch câu bị động tiếng anh sang tiếng việt Bùi, Thị Diên Linguistic typology of the English and Vietnamese languages are different. As a result, there are some ways of rendering English passive sentences into Vietnamese. And the question is how to render English passive sentences into appropriate and natural Vietnamese versions. The report takes an initial examination of collected data and presents some observations on the possibility to translate English passive sentences into Vietnamese under the comparability of translation equivalence, concepts on translation and translation equivalence and some initial survey results on possibility to translate equivalently from English passive sentences into Vietnamese According to the surveyed data, one English passive sentence can be translated into Vietnamese in the form of three following sentences: a) a passive sentence; b) an active sentence; and c) a de - transitive sentence. Ngoại ngữ =Foreign Languags. Vol.21, No.3 (F.L) Sat, 01 Jan 2005 00:00:00 GMT http://tainguyenso.vnu.edu.vn/jspui/handle/123456789/346 2005-01-01T00:00:00Z