This paper aims to investigate the effectiveness of morphological analysis instruction on gradetenbiology-major studentsin TanTaoHigh SchoolfortheGifted inLong An, Vietnam, andto find out whether they can catch up with the level of biotechnology students in Tan Tao University, in terms of science vocabulary performance. The instruction selectively targeted technical multisyllabic words that occur frequently in the participants’ corpus. Thirty-one students including eighteen grade-ten biology students as the experimental group and thirteen biotechnology students as the control group participated in the study. For data collection, pre-posttest was designed, validated and applied for the experimental and control group. Apart from the regular teaching method, the experimental group also received explicit morphemic analysis instruction, while the control group only received their regular teaching. Pretest to posttest results revealed that each group registered an increase in the respective means, however, the experimental group surpassed the control group up to 5.9 mean difference. Morphemic analysis confirms its effectiveness in boosting the students’ vocabulary acquisition of multisyllabic terminologies that facilitates their learning. The paper ended with some pedagogical implications for teaching technical terms.
Delivering English oral presentations is deemed a prevalent activity of language learning in the university setting. Given that students’ attitudes have a substantial impact on the outcomes of language learning through delivering oral presentations, this study examined the attitudes of 153 third- and fourth-year students enrolled in an English major at the Department of Foreign Languages at a university in Southern Vietnam toward delivering presentations in English. The study has also focused on investigating what factors affect their attitudes toward the presentations. The study used quantitative and qualitative methods in gathering and analyzing the data. The findings revealed that most of the students had positive attitudes toward the presentations although they encountered some impediments in the course of the delivery. Student language proficiency, learning styles, and factors related to teachers and audience are the key factors that are instrumental in students’ attitudes toward delivering their oral presentations; familiarity with the topic and public speaking anxiety also affected their presentations. Pedagogical implications were suggested to most benefit students of different proficiency levels and learning styles with regard to English oral presentations.
This paper aims to investigate numerical expression by Vietnamese speakers of English as a foreign language (EFL). The study identifies and explains the causes of interference errors in expressing number of nouns. A descriptive-cognitive research design was conducted error-oriented investigation of 62 high-school students and 30 employees working in English-speaking companies participating in writing a 45-minute essay for numerical errors from the essays collected. The findings revealed that Vietnamese EFL speakers had difficulty in expressing the number of the entities represented by the nouns due to differences in means and manner of numerical expression in English whose sentences are numerically compulsory and grammatically relevant as opposed to those in Vietnamese whose numerical category is grammatically unimportant, but lexically relevant, and seen with number-neutral nouns or general numbers. Errors also occurred as Vietnamese EFL speakers failed to acquire the count-uncount distinction due in part to differences in perceptualizing the numerical meaning of the entities represented by nouns, ascribing the countability wrong and keeping the same property of countable/uncountable nouns despite having referred to different referents. The paper ended with some pedagogical implications to help Vietnamese EFL speakers improve numerical errors when using English.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.