TTLA: Developing Vietnamese reading comprehension ability for foreigners using cognitive approach

INFORMATION ABOUT DOCTORAL THESIS

1. Full name of the researcher:Nguyen Thi Hoang Chi         

2. Gender: Female

3. Date of birth: December 21, 1974

4. Place of birth: Hanoi

5. Decision on recognition of PhD students No. 2213/QD-XHNV-SDH dated November 21, 2011 by the President of the University of Social Sciences and Humanities, Vietnam National University, Hanoi.

6. Changes in the training process:

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

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

Decision to adjust the doctoral thesis topic No. 2089/QD-XHNV dated April 19, 2016 of the President of the University of Social Sciences and Humanities, Vietnam National University, Hanoi.

Decision on forcing PhD student to leave school No. 12/QD-DT dated January 10, 2017 of the Principal of the University of Social Sciences and Humanities, Vietnam National University, Hanoi.

7. Thesis topic name:Developing Vietnamese reading comprehension ability for foreigners using cognitive approach

8. Major: Vietnamese Linguistics Code: 62.22.01.15

9. Scientific instructor:Associate Professor, Dr. Vu Van Thi

10. Summary of new results of the thesis:

Through the study and application of cognitive theory to reading comprehension research, the thesis will contribute to clarifying the essential factors as well as building a framework of proportions of knowledge component indicators to develop Vietnamese reading comprehension ability as a foreign language according to the cognitive approach. From this framework, the thesis proposes the content of the 6-level Vietnamese reading comprehension document framework with the purpose of specifying the output of Vietnamese reading comprehension ability according to KNLTV.

11. Practical application:

Applying to teaching practice and compiling Vietnamese reading comprehension textbooks at 6 levels and tests to assess progress in reading comprehension of Vietnamese as a foreign language.

12. Further research directions:

Applied to research on building specialized reading comprehension materials and other test formats such as entrance exams, placement exams...

13. Published works related to the thesis:

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

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

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

4. Nguyen Thi Hoang Chi, Vu Van Thi (2017), “The issue of designing and improving conversational skills for foreigners”, Proceedings of the international conference on Research and teaching 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^st, number 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^nd, number 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 about “Studying and Teaching Vietnamese Studies”, Ho Chi Minh National University Publisher, pp. 83 – 90.