The Coronavirus outbreak disrupted the global economy and human social activities, including schooling. Because of the worldwide school closure, face-to-face lessons have been stopped. Students desire to participate in real-time online learning was not well understood when the Coronavirus outbreak occurred. Despite this, there has been a progressive return to face-to-face education accompanied by online learning after more than two years of the COVID-19 pandemic. This international survey assessed students' readiness for live online learning using technology rather than the more traditional online/internet self-efficacy scale. This study is needed because of the COVID-19 outbreak (dependent variable). Three hypotheses were substantiated with the partial least square method to develop a structural equation model containing all four variables. Students' grades were shown to be directly influenced by factors such as temperature, lighting, and noise. Three distinct elements influence university students' long-term viability (human resources). Males and females were found to have no statistically significant differences. We contend that during the Coronavirus pandemic, the gender disparity in learning was minimized because students were pushed to take greater responsibility for their education. Educators utilizing live online learning, particularly those educating students at various educational levels, can benefit greatly from this research. Students pursuing lower-level degrees should be encouraged to engage in more virtual activities and student-to-student relationships.
For the reason that the labor markets is increasingly demanding for workforce with multi-specialization, crossdisciplinarity is growing more and more important. Therefore, foreign languages teaching must match what society is demanding from professions to have a cross-disciplinary role with a focus on results-oriented to keep up with the fact that leading sciences nowadays proceed by solving complex problems cutting across disciplines. Moreover, there are permanent language barriers and cognitive differences between languages, cultures and disciplines, which have caused difficulties for learners and teachers. Thus, we suggest using cognitive linguistics techniques and approaches to process the problems within the background of cross-disciplinarity because, in the viewpoint of cognitive linguistics, a linguistic term does not exist exclusively from its syntagmatic or paradigmatic relationships with the others, but also the foundation knowledge based on the culture and conventionalization. Cognitive linguistics has integrated advancements in philosophy, history, neurology, anthropology, language, psychology, and computer science. For that reason, a procedure with a cognitive perspective provides satisfactory conceptual techniques for the teaching practice. From the research, we have gained four principles for language teaching and applications in teaching vocabulary, teaching prepositions and teaching clauses. This approach combines traditional methods with modern ones as a problem-solving, case study, etc., which aims at having practicable, time-saving, but most authentic and effective applications.
Proverbs and idioms are folk voices, are creative products of the masses through many ages, reflecting people's feelings and emotions in daily activities. Although they are from folk language, proverbs and idioms are not ordinary voices but rhymes, brief, widely popular among the masses. Proverbs and idioms are oral literature, expressing many aspects of the masses' activities, especially emotionally. In addition, proverbs and idioms also express people's judgments on the good and bad behaviors of people in society when communicating with each other. Therefore, the research topic "Vietnamese and South Korean proverbs and idioms of social relations in comparisons" has been done in order to find out the similarities and differences in culture, thinking and languages between two countries, two cultures. Since then, this study is not out of the goal to help international students have more opportunities to exchange and integrate with Vietnamese culture as well as to facilitate foreigners in studying Vietnamese language and Vietnamese studies. In this research, proverbs and idioms about social relations in Vietnamese and Korean will be compared in terms of syntax structure, semantic structure and pragmatical characteristics to find similarities and differences in culture, thinking and language.
Vietnamese language teaching, or language teaching in general, is not out of serving the purpose of helping language learners understand, perceive and use that language the most accurately and efficiently as possible. In the process of the teacher’s teaching and the learners’ perceiving, there always appear the language barriers, the differences between the two languages, the two cultures that cause a lot of difficulties for both the learners and the teacher. This article proposes a method to deal with those difficulties, suggests some tips for language teaching based on the theory of Cognitive Linguistics in order to serve the best, the ultimate goal of language teaching and learning.
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