TTLV: The current state of teaching and learning Vietnamese in Thai universities.

1. Student's full name: Parinya Chimbanlang

2. Gender: Male

3. Date of birth: February 25, 1993

4. Place of birth: Thailand

5. Decision No. 3739/QD-XHNV dated November 9, 2016, of the Rector of the University of Social Sciences and Humanities, Vietnam National University, Hanoi, recognizing postgraduate students.

6. Changes in the training process: None

7. Thesis Title: The current state of teaching and learning Vietnamese in Thai universities.

8. Major: Vietnamese Studies Code: 60.22.01.13

9. Scientific supervisor: Assoc. Prof. Dr. Nguyen Thien Nam, Department of Vietnamese Studies – Faculty of Social Sciences and Humanities, University of Hanoi

10. Summary of the thesis results:

This thesis, titled "THE CURRENT SITUATION OF TEACHING AND LEARNING VIETNAMESE IN THAI UNIVERSITIES," aims at three objectives:

Firstly, a survey of the current state of Vietnamese language teaching in universities in Thailand.

Secondly, we will survey and study the textbooks used in universities, especially basic Vietnamese communication courses, from 2010 onwards.

Thirdly, proposing directions for developing Vietnamese language teaching curricula in universities in Thailand.

Based on the objectives of this thesis, through the process of research and investigation, we have obtained the following results:

The current state of Vietnamese language teaching in Thai universities shows that Vietnamese language training programs are divided into three main categories: Vietnamese as a major (5 universities), Vietnamese as a minor (5 universities), and Vietnamese as an elective (>9 universities). However, due to the increasing demand for Vietnamese language learners and the relatively small number of Vietnamese language experts in Thailand, a shortage of experts and lecturers has led to many universities temporarily suspending Vietnamese language training.

This study examines the current state of Vietnamese language textbooks in Thai universities, particularly basic communicative Vietnamese textbooks from 2010 onwards. A summary reveals four Vietnamese language textbooks. All four textbooks focus on developing communicative skills in conjunction with reading and writing skills. Therefore, Vietnamese language textbooks need to prioritize the importance of listening and speaking skills by integrating communicative skills into real-life communication situations.

To develop Vietnamese language curricula and learning materials in Thailand, we have proposed a development direction with two main components: teaching Vietnamese spelling and phonetics, and teaching conversational Vietnamese.

Vietnamese spelling and phonetics instruction: This can be developed by designing practice materials for reading and pronunciation based on native speakers, in the form of CDs or other formats, so that learners can access and practice further.Phonetics section in the book:The curriculum should include a general introduction to the characteristics of the Vietnamese phonetic system and a comprehensive introduction to the basic Vietnamese syllable model.

The section on teaching communicative Vietnamese divides the proposed direction for skill development into two areas: listening skills and speaking skills. Regarding listening skills, additional learning aids could be added, such as audio recordings of native speakers' dialogues.Regarding the dialogue sectionTherefore, it should be structured around real-life situations, incorporating content that keeps pace with contemporary trends, is linked to the lesson's theme, and relates to culture, society, and daily life.Grammar structure section in the book:Grammar structures in textbooks should be integrated into dialogues on communication skills. These grammatical structures must be relevant to real-life communication. The presentation of grammar structures should be structured step-by-step, progressing from easy to difficult, and from simple to complex.Vocabulary section in the book:The vocabulary should be balanced, neither too much nor too little, suitable for beginners. After each lesson, summarize the vocabulary used in daily life and that appears in the dialogue.Regarding the exercises:Exercises and practice materials should be designed to assess all four skills—listening, speaking, reading, and writing—at an equal level. The exercises in the textbook should be diverse, providing opportunities for learners to practice other language skills after studying grammar and vocabulary, and should incorporate various activities. Regarding the content of the textbook: it should be developed to meet the requirements of vocabulary and communicative purposes in Vietnamese within the professional field.

11. Practical applications:

In practice, the results of this thesis will serve as a database contributing to the development of curricula and teaching materials for basic communicative Vietnamese in Thailand.

12. Further research directions: Methods for teaching Vietnamese to Thai speakers.

13. Published works related to the thesis: None

INFORMATION ON MASTER'S THESIS

1. Full name: Parinya Chimbanlang 2. Sex: Male

3. Date of birth: February 25, 1993 4. Place of birth: Thailand

5. Admission decision number: 3739/QD-XHNV, dated November 16th, 2016 by Rector of University of Social Sciences and Humanities, Hanoi National University.

6. Change in academic process: No

7. Official thesis title: A STATE OF VIETNAMESE TEACHING AND LEARNING IN UNIVERSITIES OF THAILAND

8. Major: Vietnamese Study Code: 60.22.01.13

9. Supervisor: Assoc. Prof. Dr.Nguyen Thien Nam– Faculty of Vietnamese Study - University of Social Sciences and Humanities, Hanoi National University

10. Summary of the findings of the thesis:

The thesis with title: “A STATE OF VIETNAMESE TEACHING AND LEARNING IN UNIVERSITIES OF THAILAND” orients to three purposes:

Firstly of all, it surveys the Vietnamese teaching and learning reality in universities of Thailand.

Secondly, it surveys and learns about textbooks used in universities, especially Basic Vietnamese for Communication since 2010.

Thirdly, it proposes the textbook development guide for teaching Vietnamese in universities of Thailand.

From these purposes of thesis, through the studying and research process, we achieve several achievements, as follows:

The Vietnamese teaching and learning situation in universities of Thailand in the current time shows that the Vietnamese curriculum in universities of Thailand is divided into three curriculums: curriculum in which Vietnamese is a major subject (5 universities), curriculum in which Vietnamese is an minor subject (5 universities), curriculum in which Vietnamese is an optional subject (>9 universities). However, the number of foreign language learners is becoming higher and higher, the staff of experts in Vietnamese in Thailand is still few. Therefore, the staff of experts and tutors is lacking and many universities must be temporarily canceled training Vietnamese.

The reality of Vietnamese textbooks in universities of Thailand, especially basic Vietnamese for communication since 2010. Through summary, there are 4 Vietnamese learning textbooks. All of four textbooks aim at training the communication skills; At the same time they train more about reading and writing skills. Therefore, the Vietnamese learning textbooks should pay attention to listening and speaking skills, through integrating the communication skills into actual communication circumstances.

In order to develop Vietnamese learning curricula and Vietnamese learning materials in Thailand, we petition for development direction with 2 main contents: Vietnamese spelling – phonetics teaching part and Communicative Vietnamese teaching part.

Vietnamese spelling – phonetics teaching part: it can be developed by designing a textbook for reading and pronouncing like native speakers in form of CD disk or in other forms, so that the trainees can access and practice.Phonetic part in book:The textbook must have an introduction which summarizes the matters on characteristics of Vietnamese phonetic system and introduces sufficiently the basic Vietnamese syllable model.

Communicative Vietnamese teaching part, this part divides the petition of skill development direction into 2 directions: listening skill and speaking skill. Regarding listening skill, is possible to add more academic supporting tools, such as: disks recording conversation reading voice of native speakers.Regarding conversation,it should be built according to actual circumstances, and its contents keep pace with era tend connected to topics of lessons and its contents are associated with culture, society and daily life.Grammar structure part in book:the grammar structure in book should be inserted into conversations on communication skills. The grammar structure must connect to communication reality. The presentation way of grammar structure must be designed and deployed gradually, from easy to difficult, from simple to complicated.Vocabulary part in book:The vocabulary should be at balanced level. It should be not too much and not too few. It should be suitable to beginners. After each lesson, it should summarize vocabularies used in daily life that appear in conversation.

About exercise part:It should design exercises, practices to evaluate 4 skills: listening, speaking, reading and writing at the same level. The system of exercises in book should be diversified and create opportunities for learners to practice the different language skills after learning grammar and vocabulary parts in lessons and it should design exercises by many different activities.

About the content in the book: It should build a textbook suitable to requirement of satisfying the vocabulary content and communicative purposes by Vietnamese in professional fields.

11. Practical applicability:

This thesis results in, practically, data basis for teaching and learning Vietnamese and Thai idioms.

12. Further study directions, if any: Vietnamese teaching method to Thai people.

13. Thesis-related publications: No