ĐẠI HỌC QUỐC GIA THÀNH PHỐ HỒ CHÍ MINH TRƯỜNG ĐẠI HỌC KHOA HỌC XÃ HỘI VÀ NHÂN VĂN MỘT SỐ VẤN ĐỀ KHOA HỌC XÃ HỘI VÀ NHÂN VĂN (Hội thảo khoa học sau đại học 2020) NHIỀU TÁC GIẢ NHÀ XUẤT BẢN ĐẠI HỌC QUỐC GIA THÀNH PHỐ HỒ CHÍ MINH - 2020 LỜI TỰA SÁCH MỘT SỐ VẤN ĐỀ KHOA HỌC XÃ HỘI VÀ NHÂN VĂN (HỘI THẢO KHOA HỌC SAU ĐẠI HỌC 2020) Kính thưa Quý giáo sư, Quý thầy cô, nhà khoa học, Kính thưa Quý đại biểu, Các bạn nghiên cứu sinh học viên cao học thân mến, Trân trọng gửi đến quý thầy cô, anh chị nghiên cứu sinh (NCS) học viên cao học (HVCH) sách Một số vấn đề khoa học xã hội nhân văn (Hội thảo khoa học sau đại học 2020), tập hợp tham luận trình bày Hội thảo khoa học sau đại học 2020, hoạt động thường niên mang nhiều ý nghĩa thiết thực hoạt động đào tạo sau đại học nghiên cứu khoa học (NCKH) Trường Đại học Khoa học xã hội Nhân văn, Đại học Quốc gia TP.HCM (Trường ĐH KHXH&NV, ĐHQG-HCM) Thưa Quý độc giả, Để thực vai trò sứ mạng trường đại học định hướng nghiên cứu, theo đuổi triết lý “Giáo dục toàn diện – Khai phóng – Đa văn hóa” giá trị cốt lõi “Sáng tạo – Dẫn dắt – Trách nhiệm”, Trường ĐH KHXH&NV, ĐHQG-HCM xác định công tác đào tạo bậc sau đại học có vị trí vô quan trọng chiến lược phát triển Nhà trường Cụ thể là, năm qua, Trường ĐH KHXH&NV, ĐHQG-HCM hướng đến mục tiêu: đào tạo nguồn nhân lực chất lượng cao; kiến tạo cơng trình (NCKH) tiêu biểu lĩnh vực khoa học xã hội nhân văn; đóng góp vào chiến lược phát triển kinh tế, văn hóa, xã hội đất nước đặc biệt địa phương khu vực phía Nam; đầu xây dựng mơi trường đại học tự học thuật Trong chiều hướng hoạt động đó, Hội thảo khoa học sau đại học năm vừa qua diễn đàn học thuật thường niên, nhắm đến hai mục tiêu: 1) thúc đẩy lực sáng tạo, bứt phá NCKH nhà khoa học trẻ; 2) đặt yêu cầu NCS HVCH Trường ĐH KHXH&NV, ĐHQG-HCM, là: phải công bố kết nghiên cứu từ đề tài luận văn-luận án mình, thể tầm vóc với nỗ lực cá nhân trình đào tạo bậc sau đại học trường Nói cách khác, Hội thảo khoa học sau đại học 2020 nơi để bạn NCS HVCH trình bày ý tưởng quan điểm học thuật công bố kết nghiên cứu Hơn nữa, diễn đàn này, bạn tiếp nhận ý kiến phản biện góp ý mang tính chất khai mở từ thầy cô, nhà khoa học bè bạn đồng môn, đồng khóa Với kênh trao đổi đa dạng vậy, Ban Tổ chức Hội thảo khoa học sau đại học 2020 hy vọng bạn NCS, HVCH gặt hái nhiều trải nghiệm trưởng -iii- thành đường nghiên cứu khoa học ứng dụng kết nghiên cứu vào thực tiễn sau Hội thảo khoa học sau đại học 2020 nhận 136 tham luận từ bạn NCS HVCH theo học khoa/bộ mơn có đào tạo sau đại học Nhà trường Qua trình phản biện nghiêm túc, số lượng viết đạt chất lượng 101 bài, lựa chọn trình bày hội thảo 87 Sau q trình góp ý phiên trình bày Ban chủ tọa đại biểu tham dự công tác chỉnh sửa sau Hội thảo, có 73 thuộc 15 lĩnh vực thuộc KHXH&NV chọn in sách Một số vấn đề khoa học xã hội nhân văn (Hội thảo khoa học sau đại học 2020) NXB ĐHQG-HCM ấn hành có số ISBN mà quý vị cầm tay Nhân dịp này, Ban Tổ chức Hội thảo Ban biên tập sách Một số vấn đề khoa học xã hội nhân văn (Hội thảo khoa học sau đại học 2020) trân trọng gửi lời cám ơn đến nhà khoa học khoa/bộ môn thuộc Nhà trường quan khoa học trường nhận lời hướng dẫn, phản biện, tận tình truyền đạt tri thức phương pháp nghiên cứu khoa học cho NCS HVCH theo học Trường ĐH KHXH&NV, ĐHQG-HCM Cám ơn đơn vị ngồi Trường tích cực hỗ trợ để Hội thảo tiến hành theo kế hoạch đề sách kỷ yếu ấn hành kịp thời đến tay bạn đọc Đây kết tinh nỗ lực học tập nghiên cứu NCS HVCH đào tạo Nhà trường, xin trân trọng gửi đến quý độc giả Ban Tổ chức Hội thảo khoa học sau đại học 2020 -iv- MỤC LỤC MỘT SỐ VẤN ĐỀ KHOA HỌC XÃ HỘI VÀ NHÂN VĂN (HỘI THẢO KHOA HỌC SAU ĐẠI HỌC 2020) TIỂU BAN: TRIẾT HỌC Giáo dục đạo đức cách mạng cho sinh viên trường đại học ngồi cơng lập Thành phố Hồ Chí Minh Nguyễn Thị Thu Thủy Vận dụng tư tưởng Hồ Chí Minh bồi dưỡng hệ cách mạng cho đời sau vào việc giáo dục niên Việt Nam Nguyễn Thị Đan Thụy 14 Nâng cao chất lượng giáo dục đại học nhằm đào tạo nguồn lực phục vụ phát triển kinh tế - xã hội Việt Nam Hồ Thị Hà 25 Nét đặc sắc tư tưởng nhân sinh Trần Nhân Tông Nguyễn Thúy Duy 35 Tư tưởng tri thức vật Bertrand Russell tác phẩm Các vấn đề triết học: Đặc điểm giá trị lịch sử Trương Ngọc Lân 44 Tư tưởng Phật giáo đạo đức gia đình ý nghĩa giáo dục đạo đức gia đình Việt Nam Nguyễn Thị Bích Cần 55 Quan niệm "đạo làm vua" tư tưởng triết học Minh Mệnh Trần Nguyễn Tường Oanh 64 Sự thống đa dạng tư tưởng ba thiền phái: Tỳ Ni Đa Lưu Chi - Vô Ngôn Thông - Thảo Đường Nguyễn Cao Siêng, Phạm Tuấn Cường, Bùi Ngọc Hiếu 75 Tư tưởng Georg Wilhelm Friedrich Hegel mối liên hệ biện chứng chất, tượng thực tác phẩm Khoa học logic (1816) Trần Nhựt Khang 84 10 Nội dung, đặc điểm ý nghĩa lịch sử kỳ kết tập kinh điển lần thứ ba Phật giáo nguyên thuỷ Bùi Ngọc Hiếu, Nguyễn Cao Siêng 94 11 Nhận thức vận dụng tư tưởng đạo đức Hồ Chí Minh vào việc giáo dục đạo đức cho sinh viên số trường đại học Thành phố Hồ Chí Minh Nguyễn Trần Minh Hải 102 -v- 12 Nâng cao hiệu xây dựng phát triển văn hóa tỉnh Kiên Giang giai đoạn Nguyễn Đặng Thùy Diễm 112 13 Tiền đề lý luận hình thành quan điểm người tư tưởng Nguyễn Bỉnh Khiêm Nguyễn Hồng Lê 121 14 Quan điểm K Marx F Engels người gắn với hoạt động sản xuất vật chất tác phẩm “Hệ tư tưởng Đức” Nguyễn Thị Thanh Phúc 129 TIỂU BAN: LỊCH SỬ, GIÁO DỤC, QUAN HỆ QUỐC TẾ LỊCH SỬ 15 Nghiên cứu nguyên nhân mắc bệnh tù nhân nhà tù Côn Đảo thời kỳ 1946-1954 Hồ Viết Hùng 139 16 Cuộc chiến đấu quân dân An Giang chống quyền Campuchia Dân chủ xâm lược (1977-1979) Phạm Thị Huệ, Nguyễn Trung Hiếu 147 17 Quá trình chuẩn bị xâm lược tỉnh biên giới Tây Nam Việt Nam quyền Campuchia Dân chủ (1975-1979) Phạm Thị Huệ 156 18 Hợp tác quân Việt Nam Cộng hòa - Hoa Kỳ (1965-1967) Trần Hùng Minh Phương 166 19 Xuất dịch vụ giáo dục đại học Hoa Kỳ đầu kỷ XXI Tống Thị Tân 177 GIÁO DỤC 20 Hoạt động bồi dưỡng chuyên môn đội ngũ đảm bảo chất lượng Trường ĐH KHXH&NV, ĐHQG-HCM bối cảnh hội nhập quốc tế Lê Ngọc Viết 189 21 Đánh giá sinh viên giáo trình giảng dạy môn Tiếng Anh không chuyên Bộ môn Anh văn tổng quát, Trường Đại học Hoa Sen Quách Thị Tố Nữ 198 22 Thực trạng phối hợp nhà trường với gia đình cộng đồng vận động học sinh trung học sở người dân tộc Ê-Đê bỏ học đến trường huyện M’drak, tỉnh Đăklăk Hoàng Thị Cẩm Nhung 207 23 Ý kiến số cán quản lý giáo dục thực Nghị 03 Nguyễn Văn Phước 217 -vi- 24 Thành phố Hồ Chí Minh hướng đến xây dựng trường học thơng minh Nguyễn Long Giao 225 25 Giảng dạy tiếng Anh cho sinh viên Trường Cao đẳng Nghề Du lịch Sài Gòn phù hợp với bối cảnh hội nhập quốc tế Trương Thị Thanh Thảo 234 26 Hoạt động đào tạo trình độ thạc sĩ chuyên ngành Quản lý giáo dục trường đại học trước yêu cầu đổi giáo dục đào tạo Mỵ Trần Hương Trà 243 27 Dạy học trực tuyến sở giáo dục đại học Việt Nam bối cảnh Covid-19 - Phân tích thực trạng đề xuất giải pháp Nguyễn Thị Kim Phượng 254 28 Tổng quan nghiên cứu văn hóa học đường trường mầm non ảnh hưởng đến hình thành kỹ sống trẻ Cao Văn Quang 259 QUAN HỆ QUỐC TẾ 29 Hiện diện kinh tế Hoa Kỳ Trung Quốc Đông Nam Á: kiến nghị cho sách kinh tế đối ngoại Việt Nam Nguyễn Quang Trung 271 TIỂU BAN: ĐÔNG PHƯƠNG HỌC, VĂN HĨA HỌC, VIỆT NAM HỌC ĐƠNG PHƯƠNG HỌC 30 Ngoại giao văn hóa Hàn Quốc Đơng Nam Á từ đầu kỷ XXI đến Lê Thị Hương 283 31 Vai trị người đàn ơng Minangkabau tỉnh Tây Sumatra, Indonesia thiết chế gia đình mẫu hệ Trần Thị Bích Hồng 295 32 Mơng Cổ Quốc Điệp Trạng âm mưu xâm lược Nhật Bản Hốt Tất Liệt cuối kỷ XIII Văn Tường Vi 306 33 Hệ thống giáo dục nghề giai đoạn phát triển kinh tế Nhật Bản (1952-1975) Nguyễn Thị Xuân Lan 316 34 Triết lý Thiên, Địa, Nhân nghệ thuật cắm hoa Nhật Bản Lê Ngọc Truyến 327 35 Vai trò B.R Ambedkar hồi sinh Phật giáo Ấn Độ đại Đỗ Văn Duy Thịnh 333 -vii- 36 Dấu ấn văn hóa Hàn Quốc qua tác phẩm ''Hãy chăm sóc mẹ'' ''Xuân Hương truyện'' Nguyễn Thị Bé Loan 344 VĂN HĨA HỌC 37 Hơn nhân người Cơ Tu tiếp cận từ tri thức địa phương Nguyễn Công Trường 355 38 Cảng thị Nước Mặn (Bình Định) mạng lưới thương mại miền Trung kỷ XVII-XVIII Nguyễn Thị Vân 364 39 Vấn đề quốc văn báo chí Việt Nam đầu kỷ XX (nghiên cứu trường hợp Nam Phong tạp chí) Đồn Nguyễn Thùy Trang 372 40 Phát triển du lịch cộng đồng làng ven biển Gò Cỏ (thị xã Đức Phổ, Quảng Ngãi) Trần Thị Tuyết Sương 381 VIỆT NAM HỌC 41 Nghề dệt lụa đời sống kinh tế, văn hóa, xã hội người Khmer Tịnh Biên, An Giang Nguyễn Viết Phan 395 42 Mối quan hệ văn hóa ẩm thực địa phương hoạt động du lịch Việt Nam Phan Nguyễn Phong Luân 406 TIỂU BAN: CTXH, NHÂN HỌC, ĐỊA LÝ, ĐÔ THỊ HỌC, XÃ HỘI HỌC CÔNG TÁC XÃ HỘI 43 Vai trị văn hóa với tư cách động lực thúc đẩy phát triển kinh tế - xã hội nước ta Bùi Thành Lợi 419 44 Mơ hình cơng tác xã hội với trẻ em cộng đồng Trung tâm Cung cấp dịch vụ công tác xã hội tỉnh Bến Tre Huỳnh Thị Ly Phô, Dương Thị Thanh Nguyên 427 45 Những biện pháp hỗ trợ người đồng tính nữ, đồng tính nam, song tính, chuyển giới (LGBT) cơng khai giới tính (come out) Phạm Thị Thanh Lành 435 46 Đề xuất ứng dụng phương pháp Cơng tác xã hội nhóm việc giáo dục kỹ sống cho trẻ em nhập cư (Nghiên cứu Dự án Cầu Hàn, Quận 7, TP HCM) Nguyễn Ngọc Phúc 440 -viii- 47 Nhận diện khó khăn chung việc cơng khai xu hướng tính dục dạng giới cộng đồng LGBT địa bàn thành phố Cần Thơ Nguyễn Thanh Vũ 450 48 Vận dụng phương pháp Công tác xã hội nhóm vào việc hỗ trợ thiếu niên LGBT bị bắt nạt, kì thị Nguyễn Văn Bàn 457 NHÂN HỌC 49 Khai thác khơng gian xanh di tích gắn với phát triển du lịch tỉnh Trà Vinh Tạ Duy Linh 467 50 Tầm quan trọng cần thiết học tập kỹ mềm sinh viên góc độ nhà tuyển dụng Quách Đức Tài 474 ĐỊA LÝ 51 Mơ hình liên kết doanh nghiệp nông dân chuỗi cung ứng nho VietGAP tỉnh Ninh Thuận (Trường hợp nghiên cứu: Doanh nghiệp Ba Mọi) Nguyễn Văn Tồn 489 ĐƠ THỊ HỌC 52 Đẩy mạnh hoạt động nghiên cứu khoa học học viên cao học ngành Đô thị học gắn với phát triển Thành phố Hồ Chí Minh đô thị Việt Nam Phan Thị Hồng Xuân, Đoàn Diệp Thùy Dương 503 XÃ HỘI HỌC 53 Các phương pháp giáo dục hòa nhập trẻ tự kỷ Hoàng Minh Phú 515 54 Hành vi ứng dụng cơng nghệ tìm kiếm thơng tin phục vụ định du lịch du khách Nguyễn Hữu Bình 523 55 Q trình thích ứng với rủi ro lao động di cư Việt Nam Thái Lan thông qua mạng lưới xã hội Nguyễn Xuân Anh 537 TIỂU BAN: VĂN HỌC, NGÔN NGỮ HỌC VĂN HỌC 56 Nghiên cứu so sánh Truyện Kiều (Nguyễn Du) Romeo Juliet (William Shakespeare) từ góc nhìn Nhân văn Phục hưng Nguyễn Thi Phú, Nguyễn Lưu Hoàng Hữu Duyên -ix- 553 Thái độ học viên người Việt nguyên tắc học phát âm Việt Nam: Tính tự nhiên hay tính dễ hiểu? Nguyen Hoang Quoc Thai Ngo Thanh Hien APPENDIX - QUESTIONNAIRE This questionnaire aims to collect your ATTITUDESs towards English pronunciation Please kindly spare some time and help me complete this questionnaire All the information collected will be used for research purpose only and be kept confidential Section 1: Personal details Your sex (please tick): Male Female Your age: _ Your hometown Section 2: Your ATTITUDESs towards English pronunciation Please show your opinion about English pronunciation by choosing one of the following numbers:1=Strongly disagree 2=Disagree 3=Agree 4=Strongly agree (1) English is an international language 1 2 3 4 (2) American and British English are used most widely in the world 1 2 3 4 (3) American and British English are Standard English 1 2 3 4 (4) The English spoken by Indian people is not Standard English 1 2 3 4 (5) Many varieties of English exist in the world 1 2 3 4 (6) I want to learn American English rather than Singapore English 1 2 3 4 (7) As long as people understand me, it is not important which variety of 1 2 3 4 English I speak (8) I have heard of Singaporean people speaking Singlish 1 2 3 4 (9) I have heard of Chinese people speaking Chinese English 1 2 3 4 (10) Like Singaporean English and Indian English, Vietnam should have its 1 2 3 4 own variety of English: “Vietnam English” (11) When I speak English, I want to sound like a native speaker 1 2 3 4 (12) When I speak English, I want to be identified clearly as Vietnamese 1 2 3 4 (13) I am not confident in speaking English because of my Vietnamese 1 2 3 4 accent (14) I like the pronunciation of my Vietnamese English teachers 1 2 3 4 (15) Teachers from the US and UK are best pronunciation models 1 2 3 4 -727- MỘT SỐ VẤN ĐỀ KHOA HỌC XÃ HỘI VÀ NHÂN VĂN ISBN: 978-604-73-8019-0 PHỤ LỤC – BẢNG CÂU HỎI Bảng hỏi với mục đích thu thập ý chủ đề Thái độ người học tiếng Anh với việc phát âm Cảm ơn bạn dành thời gian giúp trả lời câu hỏi Tất thông tin bạn trả lời bảo mật dùng cho mục đích nghiên cứu Phần I: Thông tin cá nhân Giới tính Nam Nữ Tuổi _ Nơi bạn sinh sống Phần II: Thái độ bạn việc phát âm tiếng Anh Vui lòng cho ý kiến bạn theo khung mức độ từ đến sau: 1= Hồn tồn đồng ý 2= Đồng ý 3= Khơng đồng ý 4= Hồn tồn khơng đồng ý (1) Tiếng Anh ngôn ngữ quốc tế 1 2 3 4 (2) Tiếng Anh giọng Anh tiếng Anh giọng Mỹ sử dụng rộng rãi 1 2 3 4 (3) Tiếng Anh giọng Anh tiếng Anh giọng Mỹ tiếng Anh tiêu chuẩn 1 2 3 4 (4) Tiếng Anh nói người Ấn Độ khơng phải tiếng Anh tiêu chuẩn 1 2 3 4 (5) Có nhiều biến thể tiếng Anh giới 1 2 3 4 (6) Tôi muốn hoc tiếng Anh giọng Mỹ tiếng Anh giọng Sing (Singapore) 1 2 3 4 (7) Nói tiếng Anh theo biến thể không quan trọng miễn giao tiếp thành công 1 2 3 4 (8) Tơi nghe nói đến tiếng Anh giọng Sing 1 2 3 4 (9) Tơi nghe nói đến tiếng Anh giọng Trung Quốc 1 2 3 4 (10) Tương tự việc người Singapore người Ấn có tiếng Anh theo giọng họ 1 2 3 4 người Việt nên có tiếng Anh theo giọng (11) Khi tơi nói tiếng Anh, tơi muốn phát âm người xứ 1 2 3 4 (12) Khi tơi nói tiếng Anh, muốn người nghe nhận người Việt 1 2 3 4 (13) Do chất giọng người Việt nên tơi khơng tự tin nói tiếng Anh 1 2 3 4 (14) Tơi thích cách phát âm giáo viên tiếng Anh người Việt 1 2 3 4 (15) Giáo viên tiếng Anh người Mỹ Anh có cách phát âm chuẩn 1 2 3 4 -728- Xung đột văn hóa lớp học tiếng Anh Việt Nam Nguyen Khanh Thao Di Luu Thi Hong Nhung XUNG ĐỘT VĂN HÓA TRONG CÁC LỚP HỌC TIẾNG ANH Ở VIỆT NAM CULTURAL CONFLICTS IN EFL CLASSROOMS IN VIETNAM: A CASE STUDY Nguyen Khanh Thao Di * Luu Thi Hong Nhung** ABSTRACT In EFL classrooms, where the English language is sometimes the source of cultural barriers, cultural conflicts can create a culturally hostile environment that is not conducive to learning Native Englishspeaking teachers thus might need to be equipped with some skills or knowledge in dealing with cultural conflicts that may arise Adopting a case study design, the study engaged in an investigation at an English center in Ho Chi Minh City to shed light on cultural conflicts that native teachers and Vietnamese students are facing Thirty interviews and ten class observations were conducted The findings identified some common cultural features that lead to cultural conflicts existing in EFL classrooms in Vietnam Recommendations for teachers to deal with cultural conflicts are also provided at the end of the paper Keywords: cultural conflict, EFL classrooms in Vietnam TÓM TẮT Trong lớp học tiếng Anh, nơi ngôn ngữ nguồn gốc rào cản văn hóa, xung đột văn hóa tạo mơi trường khơng có lợi cho việc học Do đó, giáo viên ngữ cần trang bị số kỹ kiến thức để đối phó với xung đột văn hóa giáo viên học viên phát sinh lớp học Áp dụng phương pháp nghiên cứu case study, nghiên cứu tiến hành điều tra trung tâm tiếng Anh Thành phố Hồ Chí Minh để làm sáng tỏ xung đột văn hóa mà giáo viên ngữ học sinh Việt Nam phải đối mặt Ba mươi vấn mười buổi dự lớp học thực Kết nghiên cứu xác định số số đặc điểm văn hóa phổ biến dẫn đến xung đột văn hóa có lớp học tiếng Anh Việt Nam Các khuyến nghị cho giáo viên để giải xung đột văn hóa cung cấp cuối Từ khóa: xung đột văn hóa, lớp học tiếng Anh Việt Nam INTRODUCTION The globalization of English has led to the rapid spread of English as a second or foreign language Many countries, including Vietnam, are putting effort into finding effective solutions to improve their learners’ standards of performance in English Being aware of the importance of improving the quality of teaching and learning foreign languages, many schools and English centers are inviting native English-speaking teachers to teach the language to their learners This is because native speakers are considered as having both infallible competence of the language and intuitive understanding of the culture (Chomsky, 1965), and learners of English need to approximate the native speaker’s language competence and cultural behaviors (Selinker, 1972) to communicate successfully with the native speaker * ** Học viên cao học, Khoa Ngữ văn Anh, Trường ĐH KHXH&NV, ĐHQG-HCM Học viên cao học, Khoa Ngữ văn Anh, Trường ĐH KHXH&NV, ĐHQG-HCM -729- MỘT SỐ VẤN ĐỀ KHOA HỌC XÃ HỘI VÀ NHÂN VĂN ISBN: 978-604-73-8019-0 Native English-speaking teachers may have little experience or knowledge of the Vietnamese culture which is very different from the cultures in English-speaking countries As a result, they might not be aware of problems arising in the classroom stem from cultural differences In EFL classrooms, where the English language is sometimes the source of cultural barriers, cultural conflicts can create a culturally hostile or insensitive environment that is not conducive to learning Native teachers thus might need to be equipped with some skills or knowledge in dealing with student-teacher cultural conflicts that arise in the classroom Up to now, there have been several studies conducted to examine the cultural issues in EFL classrooms in Vietnam Those studies investigate intercultural teaching strategies in the teaching practice of Vietnamese EFL teachers (Le & Phan, 2013; Chau & Truong, 2019), theoretically analyze the difficulties native English-speaking teachers encounter when teaching English in EFL contexts (Vo, 2014), and explore expatriate teachers’ perceptions of intercultural barriers (Vo, 2019) However, there are few empirical studies conducted to describe the in-class cultural conflicts between native English-speaking teachers and Vietnamese EFL learners Hence, the researchers resolved to undertake a study at the English center they are working for to seek a deep understanding of the views of native teachers and Vietnamese learners on the issue Consequently, this study was conducted to explore the cultural conflicts that native Englishspeaking teachers and Vietnamese learners may have to deal with at an English center in Ho Chi Minh City This can help fill the gap in the existing literature Furthermore, the finding from the study could provide native English-speaking teachers with a better understanding of the possible impacts of cultural conflicts on their teaching By conducting the study, the researchers intended to raise the native English-speaking teachers’ awareness of the importance of cultural features in classrooms and to help them adjust their instructions and behaviors so learners can get the best effect from lessons As the study aimed to explore the probable cultural conflicts confronting native Englishspeaking teachers and Vietnamese learners, the main research question was: What are the possible cultural conflicts in EFL classrooms that native English-speaking teachers and Vietnamese students have to deal with at an English center in Ho Chi Minh City? THEORETICAL BACKGROUND 2.1 Definition of culture Different researchers from different disciplines have proposed different definitions of culture Liddicoat, Papademetre, Scarino and Kohler (2003) define culture as “a complex system of concepts, attitudes, values, beliefs, conventions, behaviours, practices, rituals, and lifestyle of the people who make up a cultural group, as well as the artefacts they produce and the institutions they create” (p 45) Peterson (2004) describes culture as an iceberg He indicates that the tip of the iceberg is anything perceived with five senses such as language, architecture, food, population, music, art and literature, and so on On the other hand, the bottom of the iceberg is concerned with beliefs, assumptions, thoughts, or anything that cannot be perceived with five senses In addition, Brown (2007) states that culture is “the ideas, customs, skills, arts, and tools that characterize a given group of people in a given period of time” (p.188) -730- Xung đột văn hóa lớp học tiếng Anh Việt Nam Nguyen Khanh Thao Di Luu Thi Hong Nhung That is to say, culture is present in our ways of life It is reflected in many aspects of our life, including our language 2.2 Relationship between culture and language Language and culture have an immensely complicated relationship Language is an integral part of culture and also an expression of culture Kramsch (1993) asserts that culture is not just a fifth skill or even an aspect of communicative competence but the underlying dimension of all one knows and does She later mentions that language expresses, embodies, and symbolizes cultural reality (Kramsch, 1998) According to Liddicoat et al (2003), language and culture interact with each other in a way that culture connects to all levels of language use and structures, i.e., there is no level of language which is independent of culture Moreover, Brown (2007) describes the relationship between language and culture: “A language is a part of a culture, and culture is a part of a language; the two are intricately interwoven so that one cannot separate the two without losing the significance of either language or culture” (p.189) Overall, language and culture have an inextricable and interdependent relationship which is expressed through the way they interact with each other 2.3 Cultural conflict Cultural conflict is the type of conflict that exists when there is a clash between different cultural values and beliefs This type of conflict occurs between individuals or social groups that are separated by cultural boundaries Berns and Atran (2012) state that cultural conflict occurs only when the beliefs and traditions of one cultural group represent a challenge to individuals of another Teachers and students around the world have been discovered experiencing cultural conflicts in the classroom, and native English-speaking teachers and Vietnamese learners are no exception For instance, most of the Western cultures are individualistic societies and Vietnam, whilst, is a collectivist society (Hofstede, 2011) The more individualistic society is, the more the education system of the society emphasizes the right for students to speak up and actively participate in the learning process, especially in secondary and higher education (DeCapua & Wintergerst, 2004) Students in collectivist societies, nevertheless, feel comfortable in structured learning situations, and teachers are considered as experts and expected to have all the answers (Hofstede, 2011) Moreover, among the dimensions of culture distinguished by Hofstede, power distance relates to the different solutions to the basic problem of human inequality Hofstede et al (2010) state that Power Distance Index scores tend to be higher for East European, Latin, Asian and African countries, and lower for Germanic and English-speaking Western countries In educational systems of small power distance societies, teachers should respect the independence of their students, students may speak up spontaneously in class, and students are allowed to contradict or criticize teachers Meanwhile, in educational systems of large power distance societies, stress is put on teacher-centered education, students speak up in class only when asked by the teacher, and the teacher is the authority of knowledge and never criticized -731- MỘT SỐ VẤN ĐỀ KHOA HỌC XÃ HỘI VÀ NHÂN VĂN ISBN: 978-604-73-8019-0 2.4 Cultural features that lead to cultural conflicts in EFL classrooms in Vietnam 2.4.1 Collectivism Collectivist cultures emphasize serving the group They structure their social experience around one or more collectives, such as the family, the tribe, the religious group, or the country In such cultures, the goals of the group are valued over those of the individual People in collectivist cultures, therefore, give priority to in-group goals A collectivist culture promotes interdependence, respect for authority, hierarchical roles and relationships, and group consensus For learning, it is more important for them to be the same as everyone else than to exhibit special knowledge, even in a language class The more collectivistic a culture is, the more its members rely on other people within their group rather than on outside organizations (DeCapua & Wintergerst, 2004) Collectivism, which is considered as one of the typical cultural features in Vietnam, naturally influences every social aspect Consequently, education, specifically English learning, and teaching is no exception Like other collectivist cultures, in Vietnamese homes and schools, children are expected to take their opinions from others and to go along with what is best for the group Compared to individualist cultures in which individuals are independent of groups and personal goals are given priority, collectivist cultures promote interdependence and in-group goals This helps explain why Vietnamese students in EFL classrooms are commonly found verbally passive 2.4.2 Power distance In the educational system of a large power distance society like Vietnam, stress is put on teacher-centered education, students speak up in class only when asked by the teacher and the teacher is the authority of knowledge and never criticized Moreover, Vietnamese culture is influenced by different cultures, including Chinese culture As China is a Confucian country, Vietnam is also influenced by the characteristics of Confucianism The social norm expects Vietnamese learners to behave in the traditional role of hard-working, passive, compliant, obedient, and deferring to respected instructors They often feel uncomfortable confronting or disagreeing with the instructors who are normally regarded as authorities or experts As a result, it is unusual for Vietnamese students to get up and speak out and if someone does that, it seems that the student is trying to challenge the teacher, and the rest of the class would think that student demands the same right as the teacher Therefore, if there is someone who wants to express his own idea, he will be afraid of one another giggling behind his back This is true of many collective cultures, where people are willing to subordinate their personal goals to the goals of the groups and are often more concerned about acting appropriately than about doing what they would like to 2.4.3 Face-saving No matter where you are, inside or outside classrooms, face-saving is important in the knowing and learning process Face is a universal phenomenon because everyone would like to be respected; everyone needs a sense of self-respect but the importance of face is far greater in collectivist Asian cultures where behaviors and relationships focus on maintaining, saving, or -732- Xung đột văn hóa lớp học tiếng Anh Việt Nam Nguyen Khanh Thao Di Luu Thi Hong Nhung honoring face for the group Saving face becomes important to reserve harmony; there is more concern with feelings than absolute facts Vietnamese students are therefore unwilling to answer teachers’ questions unless they are sure the answer is right, because they not want to disappoint teachers with their wrong answers They also rarely ask questions in class for the fear that everyone will know how poor their knowledge is Some students not voluntarily participate in class activities because they not want to call attention to themselves They are afraid, of course, to ‘lose face’ if they make mistakes 2.4.4 Learning styles Throughout years of being adopted in the teaching and learning process, the grammartranslation method has been familiar with most of the Vietnamese students Moreover, in Vietnam, curriculum and exams are still grammar-based Therefore, teachers are greatly influenced by the requirements of the national exams Thus, learning is driven by the exam, and too much attention is paid to learning for the sake of passing the exam Less attention is paid to creative expression, critical thinking, and problem-solving in the education process Teaching is largely didactic and textbound, with little time allowed for discussion 2.4.5 Classroom interaction Communication reluctance in Asian students is the result of upbringing and educational experiences Vietnamese children are taught not to argue with their seniors or express their feelings in personal ways It is considered to be rude to challenge teachers with questions in the classroom as well as outside class Debates among students are not encouraged and obedience to the teacher is greatly stressed Thus, keeping quiet and being attentive during class time has been a tradition accepted by the educational systems in EFL contexts, and so far, there has not been a movement to change this METHODOLOGY 3.1 Research site The current study was conducted at an English language center in Ho Chi Minh City The center provides a variety of English programs for different types of learners Teachers working in this center are not only from Vietnam but also from English-speaking countries such as Canada, the UK, the USA, Australia, and New Zealand The Vietnamese teachers and native Englishspeaking teachers are scheduled to share half of the teaching time of each class 3.2 Participants To serve the purpose of the present study, two groups of participants were recruited: native teachers and Vietnamese learners The researchers use purposeful sampling to intentionally select individuals to join the study The teacher participants in this study were ten native English-speaking teachers While of the participants are female, of them are male They hold undergraduate and/or graduate degrees and internationally recognized TESOL qualifications They also have more than five years of teaching experience and three years of working experience at the research site -733- MỘT SỐ VẤN ĐỀ KHOA HỌC XÃ HỘI VÀ NHÂN VĂN ISBN: 978-604-73-8019-0 The student participants were 20 learners (aged 14-35) attending 15 different English classes at the center While 12 of the participants are female, of them are male Their English levels are different, ranging from pre-intermediate to upper-intermediate Eight students were taking preintermediate classes, seven students were taking intermediate classes, and five students were taking upper-intermediate classes Twelve of them were teenagers, and the rest were adults 3.3 Research instruments 3.3.1 Interview Interviews were conducted with selected teachers and students, depending on their willingness to participate The interviews follow a semi-structured format, with open-ended questions focusing on exploring specific instances of cultural conflict in classrooms: - Have you ever experienced conflict(s) related to culture in EFL classroom? - If yes, tell me what happened - How did you feel about the conflict(s)? - What did you to resolve the conflict(s)? The researchers addressed the questions carefully and up to the end of answers to know exactly what the participants really mean During the interviews, the researchers might ask specific questions to elicit information and permit participants to describe their detailed personal information, in order to have better control over the types of information received Their focus was on participants’ opinions on how they feel, how they react to, and how they deal with the conflicts The interviews with Vietnamese students were conducted in Vietnamese 3.3.2 Observation To be more objective, apart from the interview, observation was added This instrument provides the researchers with the opportunity to record information as it occurs in a setting, and to study the actual behavior of native-English teachers and Vietnamese learners in EFL classrooms The researchers decided to observe ten classes of the ten teacher participants with different lessons at different levels Three pre-intermediate classes (two for teenagers and one for adult learners), four intermediate classes (two for teenagers and two for adult learners), and three upperintermediate classes (one for teenagers and two for adult learners) were chosen Each class observation lasted for two hours The researchers took the role of nonparticipant observers to watch and record teachers’ instructions, students’ attitudes, classroom atmosphere, and classroom interactions Fieldnotes were taken during observations by the researchers 3.4 Data analysis procedure Once the interviews had been conducted, they were transcribed into a format ready for analysis The transcripts of the interviews with Vietnamese students were translated into English Fieldnotes from the observations and responses to the interview questions were analyzed to detect any recurring themes or opinions, and any anecdotes about cultural conflicts were categorized to group similar events together -734- Xung đột văn hóa lớp học tiếng Anh Việt Nam Nguyen Khanh Thao Di Luu Thi Hong Nhung After identifying some major themes from the literature, a list of themes was written down Then, the researchers read through all the transcripts to get the general sense of the data and began the process of coding The new themes were added to the existing list so that their relationship could be examined and converted into a thematic network FINDINGS 4.1 Findings from the interviews with native English-speaking teachers The interviews with teachers provide details of the problems they have experienced in their classrooms Their responses were categorized and summarized in Table 1, with accompanying illustrative examples excerpted from interviews The categories are presented in descending order of the number of occurrences for each Table Categories of cultural features experienced by teachers Cultural features Frequency Illustrative Examples Classroom interaction “They were unwilling to speak though they knew the answer.” Face-saving “The kids refused to play games for the fear of losing face” Power distance “They are afraid of asking me.” Learning style “Some of my students prefer to be provided with the answer instead of exploring it themselves.” Inappropriate topic or material “Explaining different winter sports to kids growing up in tropical countries isn’t easy at all.” Native English-speaking teachers reported having troubles with five cultural features: classroom interaction, face-saving, power distance, learning style, and inappropriate topic/material When being asked whether they had found themselves confronted by conflict(s) related to culture, most of them answered “Yes.” That means that cultural conflict is a common problem in EFL classrooms, from the native teachers’ point of view A high proportion of the native teachers agreed that they were confused by the silence of the learners whenever they ask them questions or check if the learners understand their instructions They stated, “They always keep silent when I ask them if they have any questions”, or “They were unwilling to speak though they knew the answer” It was also a big challenge for the teachers to engage their shy students in hands-on activities or competitive games “He felt embarrassed at being the center of attention”, “I put a lot of effort into getting them into classroom activities”, and “the kids refused to play games for the fear of losing face”, they said They also pointed out the difficulty in getting close to students by saying “They are afraid of asking me”, “they stop talking or become very shy when I join the group” or “they choose to ask their classmates instead of asking me when there is something they don’t understand” Additionally, there was a slight difference in native teachers’ and learners’ views on how their learners should acquire knowledge Teachers wanted their students to find answers -735- MỘT SỐ VẤN ĐỀ KHOA HỌC XÃ HỘI VÀ NHÂN VĂN ISBN: 978-604-73-8019-0 themselves, while the students wanted to be provided with the ‘most accurate’ answers - “some of my students prefer to be provided with the answer instead of exploring it themselves” Inappropriate topic/material is also a challenge for teachers when teaching “Explaining different winter sports to kids growing up in tropical countries isn’t easy at all,” a teacher said 4.2 Findings from the interviews with Vietnamese learners When asked in interviews about conflicts with their native English-speaking teachers, many learners reported the problems they were experiencing in their classrooms Their responses have been categorized and are summarized in Table 2, with accompanying illustrative examples excerpted from the interviews The categories are presented in descending order of the number of occurrences for each Table Categories of cultural features experienced by students Cultural features Frequency Illustrative Examples Face-saving 14 “I don’t like playing competitive games.”’ Power distance 11 “I don’t dare ask my teacher.” Learning style 11 “I prefer her to tell me the grammar rules before giving me exercises.” Classroom interaction “I don’t like it when my teacher asks me to argue with my classmates about a matter in the lesson.” Inappropriate topic or material “I don’t feel comfortable when he mentions something related to religion.” Dress code “Foreign teachers shouldn’t wear jeans in class Jeans are informal.” Vietnamese students reported having troubles with six cultural features: face-saving, power distance, learning style, classroom interaction, inappropriate topic or material, and dress code They experienced the same types of cultural features as the teachers did However, there is one type that only students experienced but the teachers did not – dress code Learners found it the most difficult to participate in games They did not want to lose face in case they could not win “I don’t like playing competitive games”, “I don’t wanna be a loser”, or “I will be very embarrassed if I lose the game”, they explained As a result, they try to avoid competitive activities and prefer ‘safer’ tasks This may lead to differences in learners’ favorite learning styles and teachers’ teaching methods Some learners wanted to finish the theory part of the lessons before completing assignments and did not express positive attitudes towards the types of tasks that require them to accomplish before coming up with the full theory of the problem That is showed through their words: “I prefer her to tell me the grammar rules before giving me exercises”, or “how can I the exercises without being taught the rules.” Learners also found it more comfortable asking their friends/classmates than putting questions to their teachers, even when the friends’ answers were not very clear and helpful sometimes “My teacher doesn’t want us to ask other classmates She requires us to ask her if we have any questions”, “I not dare to ask my teachers”, or “it’s better to ask my teacher because her answers are clearer, but I still ask my classmates first” -736- Xung đột văn hóa lớp học tiếng Anh Việt Nam Nguyen Khanh Thao Di Luu Thi Hong Nhung Expecting teachers to have total responsibility for running the class, Vietnamese learners were overwhelmed when being asked to make a presentation or to seriously debate a topic or an issue in class They expressed the idea by saying: “I don’t like it when my teacher asks me to argue with my classmates about a matter in the lesson” and “those activities are too difficult and challenging” Vietnamese learners also agreed with the native teachers’ point of view that inappropriate topics or materials sometimes cause a minor problem in class by saying “I don’t feel comfortable when he mentions something related to religion.” In addition to five cultural features experienced by both groups of teachers and learners, dress code is the feature that was reported only from the Vietnamese learners While native teachers had no problems with learners’ appearance, some Vietnamese leaners were not pleased when their teachers wear casual clothes to work They said, “Foreign teachers shouldn’t wear jeans in class Jeans are informal.” 4.3 Findings from the class observations In the process of observing classes, the researchers realized some common features that might cause cultural conflicts in EFL classrooms in Vietnam: face-saving, power distance, classroom interaction, and learning styles Firstly, the most common cultural feature that can be observed in a class is the way students respond to the games initiated by native teachers Some students found competitive games entertaining; meanwhile, some were nervous and afraid of losing their face when they lost the games There was a time when a teacher organized the Splash game in class, one student burst into tears when her friend splashed water over her head because she gave a wrong answer The same situation occurred when another teacher let his students play the game Musical chairs in which students have to grab a chair to sit down when the teacher suddenly paused the music While most students feel excited and relaxed, some students looked nervous and stressed because they not want to lose Some students even refused to play the game to be safe They explained that they felt scared and they did not want to be losers Secondly, it was quite common in classrooms that students seek for their classmates’ help when they have problems in understanding the lessons, instead of asking their teachers One teacher had to interrupt two students’ discussion to require them to ask her if they had questions about the lesson The students seemed to feel more comfortable talking to their friends and did not dare to raise questions even when they disagree with their teachers Thirdly, some native teachers seemed to feel strange and confusing when their students kept quiet and did not answer their questions They had to explain the lesson again and paraphrase their questions to the students Two teachers kept telling their students to feel free to say I don’t know or I don’t understand if they did not understand or did not know the answers to the questions Lastly, different students have different learning styles Thus, they might find it hard to acquire knowledge if their teachers’ teaching styles not suit their learning styles Moreover, students who were used to the Vietnamese traditional teaching and learning methods experienced more difficulties in familiarizing themselves with new methods utilized by the teachers Doing tasks to explore new grammatical rules themselves were quite strange and challenging to them -737- MỘT SỐ VẤN ĐỀ KHOA HỌC XÃ HỘI VÀ NHÂN VĂN ISBN: 978-604-73-8019-0 DISCUSSION From the data collected from the interviews the class observations, it was discovered that both groups of participants are experiencing cultural conflicts related to different cultural features: power distance, face-saving, classroom interaction, learning styles, the topic of the material, and dress code Power distance is a norm of cultural conflicts In Vietnam, students not usually get up and speak out their ideas because if they so, it is considered that they are challenging their teachers or they have doubts about what their teachers have said, which is viewed as a sign of disrespect On the contrary, in individualistic countries, students can speak up at any time in class and are encouraged to make comments or criticism against their teachers Therefore, some Western teachers may feel strange and embarrassed when nobody raises their hands to answer the given questions Moreover, being afraid of ‘losing face’, students reluctant to express their ideas or ask questions Therefore, they tend to ‘speak up’ until they feel sure about their answers or after they ask their friends for advice Additionally, some students only ask their teachers questions in private instead of in front of the class because they not want their peers to underestimate their knowledge Next, the differences in learning styles between Western and Vietnamese cultures sometimes can cause cultural conflicts For instance, the grammar-translation method has become familiar to most Vietnamese students Gradually, students get used to being taught grammatical rules by teachers instead of exploring the rules through given English texts themselves, which is known as the Guided Discovery approach Meanwhile, many native teachers prefer letting students find out grammatical rules to ‘feeding’ them Consequently, some students may feel shocked and stressed, and thus they may find grammar lessons challenging and demotivating Moreover, the use of communicative language teaching by some teachers can make students frustrating because the approach would not help them to pass the traditional examinations that focused on discrete-point and structures (Burnaby & Sun, 1989) The topics and materials used in classrooms can also lead to cultural conflicts Differences in natural and social environments of English-speaking countries and Vietnam may cause inappropriateness of topics and activities used in textbooks Moreover, while students from Western cultures are open to discussing sensitive issues such as religion and politics, Vietnamese students are still uncomfortable and reserved when it comes to such topics Last but not least, the differences in views on dress code can also be noticed in Vietnamese EFL classrooms Being greatly influenced by Confucianism for a long time, Vietnamese people are still quite careful about their clothing Meanwhile, Western teachers prefer comfortable, trendy, and little revealing clothes, which sometimes becomes a discussion topic among curious students PEDAGOGICAL IMPLICATIONS Cultural conflicts are considered as unavoidable challenges to language teaching However, those conflicts can still be handled and overcome if great efforts are made Native English-speaking teachers are advised to equip themselves with knowledge of cultural differences so that they can handle cultural conflicts that may occur in EFL classrooms more -738- Xung đột văn hóa lớp học tiếng Anh Việt Nam Nguyen Khanh Thao Di Luu Thi Hong Nhung effectively Understanding cultural differences help them better and faster adapt to the new working environment in Vietnam, contributing to teaching effectiveness They are also advised to spend time exploring Vietnamese culture and talking to their students in order to find out their needs as well as interests They may talk to their students about their interests, their families, their friends, or any favorite subjects These are great opportunities for both teachers and students to exchange and understand their cultural values, which helps limit possible conflicts Besides, teachers should give their students some time to familiarize themselves with new teaching approaches Each student is believed to fit a certain teaching approach; therefore, it is necessary to introduce a new approach to them gradually, understandably, and comfortably Classroom activities should be varied frequently to attract different learning styles Topics to be discussed in class should be carefully considered in terms of cultural values Teachers should also allow their students to choose topics for discussions as long as they are suitable and acceptable Furthermore, teachers should also embed cultural content into English lessons so that students have more opportunities to be exposed to different cultures Teachers can even set aside some time to deliver a short lesson on culture or simply share cultural misunderstandings they have ever encountered with their students Simultaneously, students should be constantly encouraged to feel free to express their own ideas, which may greatly contribute to mutual understanding between teachers and students CONCLUSION As Kramsch (1993) claims, instructors who leave their home countries and go to teach abroad may have trouble adjusting to the culture of their new teaching context, and cultural misunderstandings that interfere with learning may occur in the classroom Naturally, cultural conflicts are indispensable and unavoidable Cultural conflicts can be observed in EFL classrooms in Vietnam The obvious reason is that there are several cultural differences between instructors who come from English-speaking countries and students who come from different parts of Vietnam Even if they are highly qualified and experienced in language teaching, they still need time to adapt themselves to Vietnamese culture, specifically the working environment Otherwise, their teaching may not be a complete success Equipping themselves with knowledge of cultural differences and skills to deal with cultural conflicts can help them to maximize their teaching effectiveness, thereby creating a favorable and stimulating environment for both teachers and students For students, in turn, it is assumed that they would like their teachers to understand their cultural backgrounds To conclude, cultural conflicts can exist anywhere because cultures vary from country to country Therefore, to be successful in language teaching in Vietnam as well as in other countries, teachers should be well aware of cultural differences It is believed to be the first and the most important preparation for effective teaching and communication in new cultures, including Vietnam REFERENCES Berns, G & Atran, S (2012) “The biology of cultural conflict” Philosophical Transactions of The Royal Society B, 367, 633-639 Brown, H D (2007) Principles of Language Learning and Teaching (5th ed.) NY: Pearson Education -739- MỘT SỐ VẤN ĐỀ KHOA HỌC XÃ HỘI VÀ NHÂN VĂN ISBN: 978-604-73-8019-0 Chomsky, N (1965) Aspects of the theory of syntax Cambridge, MA: The M.I.T Press, Massachusetts Institute of Technology DeCapua, A & Wintergerst, A (2004) Crossing cultures in the language classroom Ann Arbor: University of Michigan Press Hofstede, G., Hofstede, G J & Minkov, M (2010) Cultures and Organizations: Software of the Mind (Rev rd ed.) New York: McGraw-Hill Hofstede, G (2011) “Dimensionalizing Cultures: The Hofstede Model in Context” Online Readings in Psychology and Culture, 2(1) Kramsch, C J (1993) Context and Culture in Language Teaching Oxford University Press Kramsch, C (1998) Language and culture Oxford: Oxford University Press Liddicoat, A J., Papademetre, L., Scarino, A & Kohler, M (2003) Report on intercultural language learning Report to the Australian Government Department for Education Science and Training (DEST) Peterson, B (2004) Cultural Intelligent: A Guide to working with people from other cultures Yarmouth, Me: Intercultural Press Selinker, L (1972) “Interlanguage” International Review of Applied Linguistics in Language Teaching, 10(3), 209-231 -740- MỘT SỐ VẤN ĐỀ KHOA HỌC XÃ HỘI VÀ NHÂN VĂN (Hội thảo khoa học sau đại học 2020) Nhiều tác giả Chịu trách nhiệm xuất nội dung TS ĐỖ VĂN BIÊN Biên tập NGUYỄN THỊ NGỌC ANH, TRẦN THỊ ĐỨC LINH, LÊ THỊ THU THẢO, NGUYỄN ANH TUYẾN Sửa in PHƯỚC HUỆ, ÁI NHẬT, PHAN KHƠI, THIÊN PHONG, SIN KẾ DUN Trình bày bìa NGỌC HIỀN Đối tác liên kết – Tổ chức thảo chịu trách nhiệm tác quyền TRƯỜNG ĐẠI HỌC KHOA HỌC XÃ HỘI VÀ NHÂN VĂN, ĐHQG-HCM NHÀ XUẤT BẢN ĐẠI HỌC QUỐC GIA THÀNH PHỐ HỒ CHÍ MINH Phịng 501, Nhà Điều hành ĐHQG-HCM, Phường Linh Trung, TP Thủ Đức, TP Hồ Chí Minh ĐT: 028 6272 6361 - 028 6272 6390 E-mail: vnuhp@vnuhcm.edu.vn Website: www.vnuhcmpress.edu.vn VĂN PHÒNG NHÀ XUẤT BẢN PHÒNG QUẢN LÝ DỰ ÁN VÀ PHÁT HÀNH Tòa nhà K-Trường Đại học Khoa học Xã hội & Nhân văn, số 10-12 Đinh Tiên Hoàng, phường Bến Nghé, Quận 1, TP Hồ Chí Minh ĐT: 028 66817058 - 028 62726390 - 028 62726351 Website: www.vnuhcmpress.edu.vn Nhà xuất ĐHQG-HCM tác giả/ đối tác liên kết giữ quyền© Copyright © by VNU-HCM Press and author/co-partnership All rights reserved Bản tiếng Việt ©, NXB ĐHQG-HCM, đối tác liên kết tác giả Bản quyền tác phẩm bảo hộ Luật Xuất Luật Sở hữu trí tuệ Việt Nam Nghiêm cấm hình thức xuất bản, chụp, phát tán nội dung chưa có đồng ý tác giả Nhà xuất ISBN: 978-604-73-8019-0 Xuất lần thứ Số lượng in 145 cuốn, khổ 20 x 28 cm, XNĐKXB số: 47222020/CXBIPH/2-90/ĐHQGTPHCM QĐXB số 15/QĐ-NXB cấp ngày 04/02/2021 In tại: Cơng ty TNHH MTV In Tín Lộc Địa chỉ: 117/5 Võ Thị Thừa, P An Phú Đông, Q.12, TP.HCM Nộp lưu chiểu: quý I/2021 ĐỂ CÓ SÁCH HAY, CẦN CHUNG TAY BẢO VỆ TÁC QUYỀN!