TTLA: Developing Vietnamese reading comprehension skills for foreigners using a cognitive approach.

INFORMATION ABOUT THE DOCTORAL THESIS

1. Full name of the doctoral candidate:Nguyen Thi Hoang Chi         

2. Gender: Female

3. Date of birth: December 21, 1974

4. Place of birth: Hanoi

5. Decision No. 2213/QD-XHNV-SDH dated November 21, 2011, of the Rector of the University of Social Sciences and Humanities, Vietnam National University, Hanoi, recognizing the doctoral student.

6. Changes in the training process:

Decision to extend study time, first time, No. 3203/QD-XHNV-SDH dated December 31, 2014, of the Rector of the University of Social Sciences and Humanities, Vietnam National University, Hanoi.

Decision No. 167/QD-XHNV dated January 20, 2016, of the Rector of the University of Social Sciences and Humanities, Vietnam National University, Hanoi, to extend the study period for the second time.

Decision No. 2089/QD-XHNV dated April 19, 2016, of the Rector of the University of Social Sciences and Humanities, Vietnam National University, Hanoi, on adjusting the doctoral dissertation topic.

Decision to dismiss PhD candidate No. 12/QD-DT dated January 10, 2017, by the Rector of the University of Social Sciences and Humanities, Vietnam National University, Hanoi.

7. Thesis title:Developing Vietnamese reading comprehension skills for foreigners using a cognitive approach.

8. Major: Vietnamese Linguistics Code: 62.22.01.15

9. Scientific supervisor:Assoc. Prof. Dr. Vu Van Thi

10. Summary of the new findings of the thesis:

Through the study and application of cognitive theory to reading comprehension research, this thesis will contribute to clarifying the essential factors and building a framework of weighted knowledge component indicators to develop Vietnamese reading comprehension skills as a foreign language using a cognitive approach. Based on this weighted framework, the thesis proposes a six-level Vietnamese reading comprehension framework with the aim of specifying the output of Vietnamese reading comprehension skills according to the Vietnamese Language Proficiency Framework.

11. Practical applications:

This application is used in teaching practice and in compiling Vietnamese reading comprehension textbooks for the six levels, as well as in tests to assess progress in Vietnamese reading comprehension as a foreign language.

12. Future research directions:

Applications include developing specialized reading comprehension materials and various test formats such as entrance exams and placement tests.

13. Published works related to the dissertation:

1. Nguyen Thi Hoang Chi (2013), “Some proposals on training and assessing Vietnamese language proficiency for foreigners based on the European Framework of Reference”, Language Journal (8), pp. 65 - 74.

2. Nguyen Thi Hoang Chi (2016), “Theoretical basis of BICS and CALP with teaching Vietnamese as a foreign language”, Language Journal (11), pp. 59 – 71.

3. Nguyen Thi Hoang Chi (2017), “Metacognitive knowledge and response strategies in teaching Vietnamese reading comprehension as a foreign language”, Language Journal (3), pp. 29 – 40.

4. Nguyen Thi Hoang Chi, Vu Van Thi (2017), “The problem of designing and enhancing conversational skills for foreigners”, Proceedings of the International Conference on Research and Teaching of Vietnamese Studies, Ho Chi Minh City National University Publishing House, pp. 83-91.

INFORMATION ON DOCTORAL THESIS

1. Full name: Nguyen Thi Hoang Chi 2. Sex: Female

3. Date of birth: 21^stDecember 1974 4. Place of birth: Hanoi

5. Admission decision number: 2213/QD-XHNV-SDH, dated 21^stNovember 2011, issued by the Rector of Hanoi University of Social Sciences and Humanities, Hanoi National University

6. Change in the academic process:

The decision of extension of the study period 1^stDecision No. 3203/QD-XHNV-SDH, dated 31^stDecember 2014, issued by the Rector of Hanoi University of Social Sciences and Humanities, Hanoi National University.

The decision of extension of the study period 2^ndDecision No. 167/QD-XHNV-SDH, dated 20^thJanuary 2016, issued by the Rector of Hanoi University of Social Sciences and Humanities, Hanoi National University.

The decision of adjustment a topic of the thesis, number 2089/QD-XHNV, dated 19^thApril 2016, issued by the Rector of Hanoi University of Social Sciences and Humanities, Hanoi National University.

The decision to request termination of postgraduate studies, number 12/QD-DT, dated 10^thJanuary 2017, issued by the Rector of Hanoi University of Social Sciences and Humanities, Hanoi National University.

7. Official thesis title: Developing the reading comprehension competence for foreigner under the Cognitive approach.

8. Major: Vietnamese linguistic Code: 62.22.01.15

9. Supervisor: Associate Professor Doctor Vu Van Thi

10. Summary of the new findings of the thesis:

The research results of the thesis will help determine to clarify essential parameters as well as develop a framework of six-level knowledge components to develop Vietnamese reading comprehensive competence as a foreign language under the cognitive approach. With the six-level framework, the thesis specifies the output criteria of the reading competence in accordance with the Vietnamese language ability framework for foreigners.

11. Practical applicability:

The results of the thesis can use to apply to the practice of teaching and compiling Vietnamese reading comprehension textbook and achievement test of reading comprehension competence in Vietnamese as a second language.

12. Further research directions:

The framework of six-level knowledge components can use building the three-dimension frame of the placement test, proficiency test, etc

13. Thesis-related publications:

1. Nguyen Thi Hoang Chi (2013), “Some suggestions to teach and assess Vietnamese proficiency for foreigners according to the CEFR”, Linguistics Journal, Vol. 8, pp. 65 - 74.

2. Nguyen Thi Hoang Chi (2016), “The BICS and CALP differences and its impact on the teaching of Vietnamese as a foreign language”, Linguistics Journal, Vol. 11, pp. 59 - 71.

3. Nguyen Thi Hoang Chi (2017), “Exploring the potential impact of metacognitive knowledge and reciprocal teaching strategy on teaching Vietnamese reading as a second language”, Linguistics Journal, Vol. 3, pp. 29 – 40.

4. Nguyen Thi Hoang Chi, Vu Van Thi (2017), “Designing dialogues to improve the Vietnamese communicative competence for foreigners”, The summary record of an International Conference on “Studying and Teaching Vietnamese Studies”, Ho Chi Minh National University Publisher, pp. 83 – 90.