http://tainguyenso.vnu.edu.vn/jspui/handle/123456789/145 Sun, 17 May 2026 11:54:55 GMT 2026-05-17T11:54:55Z http://tainguyenso.vnu.edu.vn/jspui/handle/123456789/479 Các chữ Hán “quân, thần, quan, dân” với quan niệm đẳng cấp xã hội của dân tộc Hán Phạm, Ngọc Hàm Trong hầu hết các chữ Hán, mối quan hệ giữa chữ và nghĩa là rất mật thiết, thể hiện được những nét văn hoá độc đáo của dân tộc Hán. Một trong những quan niệm truyền thống có ảnh hưởng sâu sắc trong đời sống xã hội của Trung Quốc là quan niệm về đẳng cấp và tôn ty trật tự cũng như phân công xã hội. Các chữ quân, thần, quan, dân với cấu tạo chữ và sự phát triển nghĩa của nó đã thể hiện phần nào thể chế xã hội Trung Quốc cổ đại. Nghiên cứu cấu tạo và ý nghĩa của những chữ Hán này, ta có thể hiểu sâu thêm về văn hoá truyền thống Trung Hoa thể hiện trong quan hệ nhân sinh của xã hội xưa. Từ đó mà liên hệ đến thời nay, càng thêm trân trọng những giá trị mà ta đang có. Ngoại ngữ =Foreign Languags. Vol.24, No.3 (F.L) Tue, 01 Jan 2008 00:00:00 GMT http://tainguyenso.vnu.edu.vn/jspui/handle/123456789/479 2008-01-01T00:00:00Z http://tainguyenso.vnu.edu.vn/jspui/handle/123456789/477 Student writing process, perceptions, problems, and strategies in writing academic essays in a second language: A case study Luong, Quynh Trang; Nguyen, Thi Mai Hoa When studying in Australia, international students in general and Vietnamese students in particular meet many difficulties, one of which is writing academis essays/assignments in English. The current case study, applying the cognitivist view, aims at exploring the problems as well as the process of writing academic assignments of a particular Vietnamese student studying at an Australian university. Based on the coding scheme applied by Cumming [1989] and Bosher [1998], the study specifically addresses three major questions: (1) How does the student perceive the requirements of the academic essay? (2) What does he actually do in the process of writing? (3) What are the problems he encounters and strategies he used during the process of writing the essay in English? Data relevant for the study was collected by means of in-depth interviews, stimulated recall, and interpretation of the student’s written products. Data analysis has shown that the subject did not pay much attention to grammatical errors or spelling mistakes and he met many problems and used a lot of strategies to solve them. Ngoại ngữ =Foreign Languags. Vol.24, No.3 (F.L) Tue, 01 Jan 2008 00:00:00 GMT http://tainguyenso.vnu.edu.vn/jspui/handle/123456789/477 2008-01-01T00:00:00Z http://tainguyenso.vnu.edu.vn/jspui/handle/123456789/469 Using Bloom’s revised taxonomy to design in-class reading questions for intermediate students in the context of Vietnam Nguyen, Chi Duc The findings from the questionnaire survey conducted among 100 instructors of English in Vietnam about the reading-question design for the intermediate solicited three worth-noticing issues. First, the design aims mainly to develop in students reading skills, language elements or both. Second, the designed questions are largely of recalling and understanding the information (the lower level of cognitive domain, Bo-linn, 2006) and leave a large gap on the applying, analysing, evaluating and creating (the higher level of cognitive domain, Bo-linn, 2006). Finally, most of the instructors have yet established a basis to accompany this task. Therefore, the writer proposed the application of Revised Bloom’s Taxonomy (Pohl, 2000). Literature bodies have well documented its efficiency on: (1) perceiving and processing the information, (2) generating the interest and motivation in learning, (3) bettering the spoken and written command of English, (4) and cultivating chances to apply the information to create something new. Yet to realize this application, the writer had to investigate the nature of each level of cognition, then found out a proper interpretation of each level rather than the novel idea of Bloom (1956) or the list of related verbs coined by Pohl (2000). Based on this interpretation, the writer built up a set of questions for each level. Apart from scanning, skimming, referring and inferring questions (divided as basic, intermediate, and advanced, scattering in all six levels), this set also includes those related to applying, analyzing, evaluating and creating. It is hoped that this set of questions would raise the instructors’ awareness of high levels of cognition in their reading-question desin and that it can serve as a refernce list during their accomplishing this job. Ngoại ngữ =Foreign Languags. Vol.24, No.3 (F.L) Tue, 01 Jan 2008 00:00:00 GMT http://tainguyenso.vnu.edu.vn/jspui/handle/123456789/469 2008-01-01T00:00:00Z http://tainguyenso.vnu.edu.vn/jspui/handle/123456789/466 Imperialism of communicative language teaching and possible esistance against it from teachers in Vietnam as an English foreign languages context Khoa, Anh Viet This paper deals with the domination of communicative language teaching (CLT) which has become popular in teaching foreign languages. However, the application of CLT has caused difficulties for students, teachers and administrators. Within the scope of this paper, only teachers are mentioned so that we can see a part of teaching issues when CLT is introduced. The paper also suggests more research should be conducted based upon the factors of students and administrators in order that we can take proper steps in language training in the country. Ngoại ngữ =Foreign Languags. Vol.24, No.3 (F.L) Tue, 01 Jan 2008 00:00:00 GMT http://tainguyenso.vnu.edu.vn/jspui/handle/123456789/466 2008-01-01T00:00:00Z