TTLV: Current status of teaching and learning Vietnamese at Thai universities

1. Student's name: Parinya Chimbanlang

2. Gender: Male

3. Date of birth: February 25, 1993

4. Place of birth: Thailand

5. Decision on recognition of graduate students No. 3739/QD-XHNV dated November 9, 2016 of the President of the University of Social Sciences and Humanities, Vietnam National University, Hanoi.

6. Changes in training process: No

7 Thesis topic name: Current status of teaching and learning Vietnamese in Thai universities

8. Major: Vietnamese Studies Code: 60.22.01.13

9. Scientific supervisor: Associate Professor, Dr. Nguyen Thien Nam, Faculty of Vietnamese Studies - University of Social Sciences and Humanities

10. Summary of thesis results:

The thesis with the topic: "THE CURRENT SITUATION OF TEACHING AND LEARNING VIETNAMESE IN THAI UNIVERSITIES" aims at 3 purposes:

First, Survey on the current situation of teaching Vietnamese at universities in Thailand

Second, survey and study the textbooks used in universities, especially basic Vietnamese communication from 2010 onwards.

Third, Propose directions for developing Vietnamese language teaching curricula at universities in Thailand.

From those purposes of the thesis, through the process of research, we obtained some results as follows:

The current situation of teaching Vietnamese in universities in Thailand shows that the Vietnamese language training program in Thai universities is divided into 3 main programs: Vietnamese language training program as a major (5 schools), Vietnamese language training program as a minor (5 schools), Vietnamese language training program as an elective (>9 schools). However, due to the increasing demand for language learners, the number of Vietnamese language experts in Thailand is still quite small, leading to a shortage of experts and lecturers, forcing many universities to temporarily stop teaching Vietnamese.

The current situation of Vietnamese language textbooks in universities in Thailand, especially basic Vietnamese communication from 2010 onwards. Through the summary, there are 4 Vietnamese language textbooks. All 4 textbooks are presented to serve communication skills combined with reading and writing skills more. Therefore, Vietnamese language textbooks need to pay attention to the priority of the importance of listening and speaking skills through integrating communication skills in real communication situations.

To develop Vietnamese language curriculum and Vietnamese learning materials in Thailand. We have proposed development directions with two main contents: Teaching Vietnamese spelling and phonetics, Teaching Vietnamese communication.

Vietnamese spelling and phonetics teaching section: Can be developed by designing a set of practice exercises for reading and pronunciation following native speakers in the form of CDs or other forms so that students can access and practice more.Phonetics section in the book:The textbook must have a general introduction to the issues of the characteristics of the Vietnamese phonetic system and a complete introduction to the basic Vietnamese syllable model.

Part of teaching Vietnamese communication, This part divides the proposed direction of skill development into 2 directions: listening skills and speaking skills. Regarding listening skills, it is possible to add more learning support tools such as CDs recording the voice of native speakers reading the dialogue.About the conversation, should be built according to real-life situations, with content that keeps up with the trends of the times, linked to the topic of the lesson, and content that is related to culture, society, and daily life.Grammar structure section in the book:The grammar structures in the book should be integrated into the conversation about communication skills. The grammar structures must be linked to real communication. The way the grammar structures are presented must be designed and implemented step by step, from easy to difficult, from simple to complex.Vocabulary section in the book:Vocabulary should be balanced, not too much, not too little, suitable for beginners. After each lesson, summarize the vocabulary used in daily life that appears in the conversation.About the exercise:Exercises and practice exercises should be designed to assess the four skills of Listening, Speaking, Reading and Writing equally. The system of exercises in the book should be diverse, creating opportunities for learners to practice other language skills after learning the grammar and vocabulary sections in the lesson, and exercises should be designed with many different activities. Regarding the content of the book: a textbook should be developed that meets the requirements of vocabulary content and the purpose of Vietnamese communication in the professional field.

11. Practical application:

The results of this thesis, in practice, will be a database contributing to the development of textbooks and teaching materials for basic Vietnamese communication in Thailand.

12. Further research directions: Methods of teaching Vietnamese to Thai people.

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.About 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 content in 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