Điều tra về ảnh hưởng của các yếu tố văn hoá xã hội đến việc học tiếng anh ngoài lớp học của các sinh viên chuyên ngành tiếng anh tại trường đại học ngoại ngữ huế

TABLE OF CONTENTS STATEMENT OF AUTHORSHIP ACKNOWLEDGEMENTS TABLE OF CONTENTS LIST OF TABLES AND CHARTS ABSTRACT CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims of the study Error! Bookmark not defined 1.3 Research significance Error! Bookmark not defined 1.4 Research questions 1.5 Scope of the study 1.6 Structure of the thesis CHAPTER 2: LITERATURE REVIEW 11 2.1 Introduction 11 2.2 Socio-cultural factors 11 2.2.1 Social factors 11 2.2.2 Social attitudes 14 2.2.3 Culture 15 2.2.4 Population 17 2.2.5 Learning environment 18 2.3 Learning English out of class versus in class 20 2.3.1 Learning English out of class 20 2.3.2 Learning English in class 22 2.3.2.1.The main roles of the teachers and students in classroom activities………………………………………………………………… 23 2.3.2.2.The teaching and learning process 25 2.3.2.3.The interaction between the teacher and students 27 2.4 Self-study 29 2.5.The impact of socio-cultural factors on learning English out of class……………………… ……………31 2.5.1.Social factors……………………………………………… 31 2.5.2.Cultural factors…………………………………………… 33 2.6 Previous studies relating to the research 36 2.7 Summary 38 CHAPTER METHODOLOGY 39 3.1 Introduction 39 3.2 Research design and approach 39 3.3 Participants 40 3.4 Instruments of data collection 40 3.4.1 Questionnaires 40 3.4.2 Interviews 41 3.5 Data collection procedure 42 3.6 Data analysis methods 42 3.7 Summary 42 CHAPTER 4: FINDINGS AND DISCUSSION 44 4.1 Introduction 44 4.2 Results from the questionnaires and interviews 44 4.2.1 The impact of social factors on learning English out of class (Cluster 1) 45 4.2.2 The impact of cultural factors on learning English out of class (Cluster 2) 50 4.2.3 How the social factors have influences on learning Engish out of class (Cluster 3) 56 4.2.4 How the cultural factors have effects on learning Engish out of class (Cluster 4) 61 4.3 Summary 70 CHAPTER 5: CONCLUSION, IMPLICATIONS AND SUGGESTIONS FOR FURTHER RESEARCH 71 5.1 Summary of the key findings 71 5.2 Implications 73 5.2.1 Implications for teachers 73 5.2.2 Implications for administrators 74 5.2.3 Implications for students………………………………………………75 5.3 Contribution of the study 76 5.4 Limitations of the study 77 5.5 Suggestions for further research 77 5.6 Conclusion 78 REFERENCES 79 Appendix 1: Questionnaires Appendix 2: Interview questions LIST OF TABLES AND CHARTS LIST OF TABLES Table 3.1 Summary of the questionnaire components……………………………41 Table 4.1 The reliability of the piloted questionnaires………………………… 44 Table 4.2 The reliability of the questionnaires……………………………………45 Table 4.3 Mean score of the impact of social factors on learning English out of class by English majors……………………………………………………………46 Table 4.4 Frequencies and percentage of opinions on the fact that students in big cities have better English competence than those in rural remote areas………….47 Table 4.5 Mean score of the effects of social-factors on learning English out of class by English majors at College of Foreign Languages……………………… 57 Table 4.6 Frequency of item 8: I dare not ask for clarification in class for fear of losing face Therefore, I seek ways of studying English out of class to become more self-confident in public…………………………………………………………….61 Table 4.7 Frequency of item 10: Students dare not exchange their ideas with the teachers because of hierarchical relationships, so they want self-study through friends, forums, internets and so on………………………………………………62 Table 4.8 Frequency of item 13: Vietnamese students‟ unwillingness to express opinions is due to Confucian morality Thus, they want to learn out of class to have chances to show their own ideas………………………………………………… 62 Table 4.9 Frequency of item 17: Vietnamese students tend to avoid arguing and debating with others about disagreement of ideas…………………………………63 LIST OF FIGURES AND CHARTS Figure 2.1 Essential aspects of the ideal teaching-learning process .27 Chart 4.1 Percentage of English majors‟ agreement with the impact of one‟s… 50 Chart 4.2 Percentage of students‟ opinions of negative learning experiences and poor achievement due to cultural factors………………………………………….51 Chart 4.3 Mean score of the reasons of learning English out of class……………52 Chart 4.4 Percentage of the influence of “traditional for craving knowledge” on English studying out of class………………………………………………………53 Chart 4.5 Percentage of the increasing demand for English learning people due to open-door policy………………………………………………………………… 58 Chart 4.6 Mean score of the influence of social classes on studying English out of class……………………………………………………………………………… 59 ABSTRACT The current study investigates the impact of socio-cultural factors on learning English out of class by English majors at Hue University College of Foreign Languages The first aim of this study is to examine socio-cultural factors that affect learning English out of class The second aim is to explore how these socio-cultural factors have effects on studying English out of class by English majors The data were collected through interviews and questionnaires with English majors at Hue College of Foreign Languages The results indicated that most of the students agreed that socio-cultural factors affect their English learning out of class English majors were influenced by socio-cultural factors The students want to learn English out of class more to practice by themselves due to the impact of Confucianism In fact, they dare not exchange or discuss their ideas with the teachers in classes Besides, they also take advantages of studying English out of class to become more active and self-confident because of students‟ shyness, passiveness and lack of confidence Indeed, they are not ready to take part in activities in classes or to express their own ideas before classes Furthermore, students want to seek ways of learning English out of class through friends, forums, English clubs and the Internet since the crowded classroom prevents them from free communicative activities Finally, the majority of students want to practice English out of class to master it so that they can meet the demand of society and employment Based on the findings, recommendations and implications are provided to students so that they can have good ways of studying English out of class CHAPTER 1: INTRODUCTION 1.1 Rationale English has become one of the most important languages in the world It has trickled even into lesser known countries as something that is needed to communicate with others English is used in politics, business dealings, and everyday life Many people are finding it hard to get by without knowing English (Grace, n.d.) In many countries, most tourism authorities and other officials in contact with the public speak English to interact and engage with tourists and immigrants English is also one of the most helpful ways to narrow the gaps among countries in this new era In addition, English nowadays is considered as the golden key that helps us promote our positions and relationships with many other countries, it obviously becomes a global language Besides, Vietnam is a member in the community of developing countries, so it seems hard for us to keep up with the latest changes as well as the day-by-day development of the worldwide nations, to exchange the matters of culture, society and economy if lacking English Thus, English is a popular tool of communication because of its importance Nowadays, Vietnam is a member of Asian Bloc and World Trade Organization; hence, there are many Non- Governmental Organizations that come to Viet Nam to invest in the fields of business, economy, education, etc Moreover, our society is changing at a rapid speed with the structural shifts in production, education and many other fields of life, etc From these facts, many serious challenges have presented themselves with regard to maintenance and function of higher education In line with these events, the number of people those who can communicate fluently in English must be in proportion to that development In Vietnam, most students at all levels have to learn English because it is a compulsory subject at most schools They realize the essence of English as it is the magic key to the future In the current time, students with Bachelor Degrees who want to get Master or PhD Degrees in Vietnam or abroad have to equip themselves with good English skills as one of the first criteria Besides, English has long been the international language and globalization has made it more important than ever Due to globalization, media from around the world is more readily available through a variety of sources such as the internet, television and radio Thus, besides studying English inside the class, most of the students take English out of class to satisfy their requirement and to explore new horizons in the social and human spheres In addition, the factors out of class enable the students with multiple choices to discover new values and relations by widening their understanding of the vivid experience Furthermore, English is said to be the global lingua franca that is used by several countries so as to communicate with other countries That is why we need to be proficient in speaking it The need for knowing the English language increases because of globalization and our connections, relations and transactions with other countries Because of this great need, schools from all over the world require the study of the English language Students even tend to study English outside of their country so as to suffice their need of the language Nowadays, the majority of classroom environments are culturally diverse Although the university has the capability of providing opportunities to students, there are still other factors that could affect the quality of the English language learning (Celis et al., 2011) They are socio- cultural factors From the above reasons, I have decided to conduct a study titled: “An investigation into the impact of socio-cultural factors on learning English out of class by English majors at hue University College of Foreign Languages” 1.2 Aims of the study This study focuses on two main aims The first aim is to find out the sociocultural factors that have influences on learning English out of class by English majors The second aim is to explore how these socio-cultural factors have effects on learning English out of class by the English majors 1.3 Research significance It is hoped that the findings of the research will help the Vietnamese EFL teachers as well as students find out the socio-cultural factors which affect learning English out of class As an English teacher, the researcher has a desire to help all of the English majors and her colleagues know more about how the impact of these socio-cultural factors is so that they can consider success or failure in learning as well as teaching English In addition, the teachers of English can have new methods to improve their teaching and English majors can take advantage of every chance to enhance their learning English out of class More importantly, through this thesis, the readers can realize the influences of socio cultural factors out of class on English majors as well as their learning style to find out appropriate ways of applying new methods successfully in teaching and learning English in Viet Nam 1.4 Research questions This thesis seeks the answers for the following questions: What socio-cultural factors affect learning English out of class by English majors? How these socio-cultural factors have effects on learning English out of class by English majors? 1.5 Scope of the study This study was carried out at Hue University College of Foreign Languages with 100 English majors 1.6 Structure of the thesis This thesis consists of chapters: Chapter 1- The Introduction: introduces the reasons, aims, research questions and scope of the study, from which the readers can easily have a whole view of the topic Chapter 2- The Literature review: tells readers all about the theoretical background relating to the thesis Chapter 3- The Methodology: presents research methodology: the participants, data collection and other steps used during the research process Chapter 4- The Findings and discussions: describes the findings of the research and the discussion on what the study has found Chapter 5- The Conclusion: summarizes the main findings and presents the conclusion, implications, limitations and suggestions for further research 10 CHAPTER 5: CONCLUSION, IMPLICATIONS AND SUGGESTIONS FOR FURTHER RESEARCH 5.1 Summary of the key findings This study was carried out to investigate the impact of socio-cultural factors on learning English out of class by English majors Throughout the research, some socio-cultural factors were brought into discussion and the impact of those factors on studying English out of class was also explored After the data were collected and analyzed, the study showed the following major findings First, the results indicate that, generally speaking, English majors agreed upon social factors which have influences on English learning out of class Social needs make students‟ English learning change, many students wanted to learn English for their employment This results in their habit of self-study and study out of class to enhance their knowledge In addition, the investigated students thought that learning environment affects strongly their learning English They had to seize opportunities of studying English outside the classroom in order to improve their English because over-crowded classes and the lack of foreign teachers hinder their demand of learning English Moreover, students frequently come to English learning with either positive or negative attitudes derived from the society in which they live and these attitudes in turn influence their motivation to learn English 71 Therefore, they always want to enlarge their knowledge by self-study as well as study out of class The next finding was the investigation into cultural factors which have effects on learning English out of class The majority of students confirmed that culture greatly affects his/her process of learning English Besides, they supposed that cultural values can result in their negative learning experiences Due to Vietnamese characteristics, for example shyness, passiveness, hesitation and lack of confidence, students seem unwilling to participate in public activities and to work in groups as well as to express their own views in discussion Therefore, they seek ways of studying English out of class to improve their English proficiency as well as selfconfidence Moreover, the tradition of crave for knowledge also has an impact on learning English out of class because Vietnamese students always wish to practice English more to enlarge knowledge which they have not acquired in their classroom Another finding of the study shows how the social factors affect learning English out of class Most of the investigated students admitted that they choose ways of studying English outside the classroom because of the considerable impact of the social factors Students want to acquire English proficiency through friends, forums, Internet or English clubs because English helps them to get different advantages and serve their own purposes In addition, due to the economic opendoor policy in Viet Nam, the demand for English speaking people has increased Besides, social classes also have a major effect on the way students study English The final finding of the study reveals how the cultural factors have an impact on studying English out of class More than half of the students had opinions that they want to seek ways of practicing English out of class in order to become more self-confident to show their own thought in public because of their habit of not asking for clarification in public for fear of losing face In addition, due to the 72 impact of the Confucianism in Viet Nam, students dare not ask or exchange their ideas with the teacher Thus, they have a tendency for self-study and study out of class Moreover, students also agreed that they want to practice English out of class more to have opportunities so as to express their own ideas because they are not willing to show their opinions in class due to Confucian morality Furthermore, students supposed that arguing and debating with teachers are often considered rude and disrespectful As the result, self-study and study out of class are good choices for them to take every chance to share their view about some issue Similarly, results from the interview also revealed that the interviewees considered socio-cultural factors and the impact of those factors on learning English out of class However, not all of the interviewed students agreed with some socio-cultural factors which have an impact on their English learning out of class 5.2 Implications From the study findings, some possible implications for teachers, administrators and students are suggested as followed: 5.2.1 Implications for teachers Having a deep understanding about their students‟ needs and objectives is very essential for teachers to adjust their teaching materials as well as their teaching methods Based on the findings from this research, some implications for teachers are suggested:  Teachers should spend time getting to know their students at the very first time By doing this, teachers can know students‟ goals and their needs, their purposes of learning It is necessary for the teachers to show their students how the class can help them achieve their setting goals, their needs It is suggested that the 73 objectives of the program must be indicated clearly at the very beginning of each semester  Teachers should base on students‟ goals and needs to choose suitable materials for students Indeed, the teachers should equip themselves with not only updated information, necessary teaching sources as well as knowledge but they also have to prepare more teaching materials such as handouts, posters, cassettes, etc…to help their students follow and understand the curriculum clearly Moreover, the teachers can develop some learning topics, organize some outdoors activities to help students have more chances to communicate in English  Teacher should encourage students to have the habits of self-study and study more out of class such as joining English clubs and English learning forums, searching English materials on the websites and contacting foreigners frequently so that they can practice English skills more  There are always some quiet students in each class, and the teachers should make efforts to encourage them to participate in the classroom‟s activities Therefore, one suggestion can be the use of good marks whenever a student performs an excellent task or contribute good ideas in the classroom‟s activities 5.2.2 Implications for administrators  The administrators need to be aware of the students‟ goals and needs It is worth making recommendations about adapting the current program to meet students‟ needs To Lana Low‟s ideas (2000, p.53), “Satisfaction of college students is an important indicator of persistence Successful institutions focus on the needs of their students, continually improve the quality of the educational experience, and use student satisfaction data to shape their directions”  Since the findings indicate that one of the social factors discouraging students from joining variety of activities and urging them to seek ways of improving English out of class is the class size It is strongly recommended that 74 the University administrators should take necessary actions in order to moderate the number of students in each class  As being mentioned in the findings, the need for practicing English out of class to English majors is very essential Therefore, the administrators should create more conditions or activities for the students to develop their language skills and communications by holding more English clubs, outdoor activities, etc  It is better for the administrators to consult with the director‟ board, teachers and students to identify students‟ needs By doing this, students can have chances to express their reflections, their needs as well as the problems they are encountering  Since lack of native English teachers does not meet the students‟ need of learning English, it is advisable that the University administrators consider this and have essential decisions in terms of employing more native English teachers to help teach students English more effectively  The administrators should assist in program evaluation and updating In addition, the administrators should research and develop a new program that aims to develop and qualify the students‟ language skills in the future  Teaching is a nonstop process of learning new experiences and bettering the profession Therefore, activities that encourage the teachers to learn and share are of vital importance For example, the University administrators can organize English teaching competitions among the teachers of colleges, or can organize those competitions in a larger scale by welcoming the participants from other colleges When the teachers aim at the good performance in the competitions, they will have the urge to make their teaching the best By this way, teachers can learn from teachers and all of them will be inspired 75 5.2.3 Implications for students  EFL learning out of class is affected, to a great extent, by socio-cultural factors Therefore, students should be encouraged to notice the socio-cultural factors which have an impact on their learning English out of class so that they can have good ways to improve English  It is expected that students need to spend much time learning English out of class There are many ways for students to access English in this modern time such as reading materials from the Internet, watching films in English, listening to English songs, communicating with friends or foreigners in English, taking part in English clubs, etc These ways will help students develop English gradually  Students should take any opportunity to have conversations with other classmates or the English teachers so as to practice the spoken English as much as possible  English is very necessary for students in general and students at Hue University College of foreign Languages in particular after their graduation Their future jobs will demand them to communicate in English more often, thus students from now, have to equip themselves with good knowledge of English  Students should make their goals and objectives in learning English  Students should have voices in choosing materials and give their opinions of classroom management when learning English 5.3 Contribution of the study 76 This study is supposed to gain some insights into the impact of sociocultural factors on learning English out of class with the hope to find out those socio-cultural factors, and most importantly, to take the initiative to investigate how the socio-cultural factors have effects on English outside the classroom It is expected that the study can partly contribute to the further success of helping students clearly understand socio-cultural factors that have a strong impact on practicing English out of class so that they can enhance their English as much as possible Besides, the study provides learners with practical suggestions for practicing English out of class 5.4 Limitations of the study First of all, the related references were not so updated; therefore, some gaps in the literature review were inevitable In addition, the results from the interviews were generalized from responses of ten English majors whose opinions may not stand for the opinions of all the students at Hue University College of Foreign Languages 5.5 Suggestions for future research Based on the findings of the study, some suggestions for future research are as follows:  Since the study was conducted with 100 participants who are English majors in Hue University College of Foreign Languages, it is advisable that future research should have a large number of participants and, if possible choose some representatives from other provinces and cities so that the findings from the research can be closer to the reality of the impact of socio-cultural factors on learning English out of class by English majors in our country 77  Researches on this issue in the future can be done with another aspect like learning styles For further study, the suggested topic relating to this research paper for the future investigations can be: “The impact of socio-cultural factors on students‟ English learning styles at Hue University College of Foreign Languages” 5.6 Conclusion Learning English has always been an essential for all the students in our society Therefore, when we look more deeply into the issue, the impact of socio-cultural factors on learning English, especially learning English out of class, plays a crucial part in the success of the learners later in their lives because once English students are affected by socio-cultural factors, they tend to study out of class to enhance their knowledge It can be seen from this study that socio-cultural factors have strong effects on students‟ learning English out of class Learning English out of class helps them feel more confident and improve their English more This is a good manifestation because most of the students know how to overcome barriers caused by socio-cultural factors which prevent them from learning well 78 REFERENCES * English references Acikgoz, K U (1996), Etkili ogrenme ve ogretme, Effective learning and teaching, Izmir: Kanyilmaz Publication Ahmed, K., Corbett G., Roger, M., & Sussex R (1985), Computer, Language, Learning and Language Teaching Cambridge: Cambridge University Press Ani-Nader, J (1993), Meeting the needs of multicultural classrooms, family valnes and the motivatien of minotity students, devesity and teacling: teacher education yearbook, Texas: Jovanovich College Publications Betty K (2003), Teaching and Researching; Computer Assisted Language Learning, Harlow: Pearson Education Limited Biggs, J (1996), Western misperceptions of the Confucian heritage learning culture, CERC and ACER, Hong Kong: The Central Printing Press Celep, C (2002), Sinif yonetimi ve disiplin, Classroom management and discipline, Ankara: Ani Publication 79 Celis et all (2011), “Socio-cultural factors affecting the quality of English language learning among selected first year College of Education students at Angeles foundation” Chan, B & Bonnie (2003), “Km and Asian Cultures”, Retrieved April 27th, 2012 from http://www.Kmmag.com/articles/defaults.asp?articles=1030 Chang, V & Chin, K, L (1999), “Cultural issues in teaching and learning”, Journal of the Australian and New Zealand student services Association Chusanachoti, R (2009), “Learning through language activities outside the classroom”, A case study of English Education students in Thailand Michigant State University Condelli, L., & Wrigley, H D (1999), “Real World Research: Combining Qualitative and Quantitative Research for Adult ESL”, Retrieved June 20th, 2012 from www.leslla.org/files/resources/RealWorldResearch.doc Ellis, G (1995), “Teaching and Learning Styles in Vietnam: Lessons for Australian Educators”, Journal of Vietnamese Studies (8), pp 9-16 Emmitt, M., Pollock, J & Komescaroff, L (2003), Language variation Language and Learning: An Introduction for Teaching, Emmitt, M., Pollock, J & Komescaroff, 3rd Edn Oxford University Press, Oxford Glimäng, M (2011), Degre Project Examensarbete, Exposure to English outside the classroom, Malmo University Gokce, E (1999), Ilkogretim ogretmenlerinin yeterlilikleri., The competencies of primary school teachers, Unpublished Dissertation, Ankara University, Ankara, Turkey 80 Hashim, M (2002), Learn to Communicate Effectively, Mzumbe: Mzumbe Book Project Health (1999), Evaluating the public health impact of health promotion interventions, the RE-AIM framework Herber, W S, & Elana, S (1989), Second Language Research Methods, Oxford: Oxford University Press Hewins, L & J Wells (1992), Read it in the Classroom: Organizing An Interactive Language Art Program Grade 4-9, Pembroke Publishers Limited Hofstede, G (1986), “Cultural differences in teaching and learning”, International Journal of Intercultural Relations, Vol 10, pp 310-320 Hofstede, G (1991), Cultures and Organizations: Software of the mind, HarperCollinsPublishers.London.http://dx.doi.org/10.1016/0147 1767(86)90015-5 Hofstede, G (1997), Cultures and Organizations: Software of the Mind, London: McGraw-Hill Hudson-Ross & Dong (1990) as cited in Nelson (2002), Oppression, conflict, and collusion: high-stakes accountability from the perspective of three social justice principals Huynh Đinh Te (2004), “Non-Verbal Communication: Vietnamese Culture.”, Retrieved April 25th, 2012 from http://www.vietspring.org/values/nonverbal.html Janet, S N (1997), “Motivating Learners”, Forum 33/1:10-11 Jeremy, H (1991), The Practice of English Language Teaching, London and New York: Longman Jin, L & Cortazzi, M (1997), The culture the learner brings: a bridge or a barrier?, In Byram M & Fleming M Language Learning in Intercultural Perspective Cambridge Language Teaching Library, Cambridge University Press 81 Jones Diaz, C (2001), “Multilingual literacies in the primary classroom: making the connections”, Pen, vol.130, pp.1-8 Kiroku, H (2000), “Are Japanese too shy or they are not good at English”, Easy English 37, pp.1-5 Karadag, E & Caliskan, N (2009), Interaction and communication in the process of education and shared common areas in the classroom, University of Boras Press Lam Thi Phuong Nga (1998-2002), An investigation how English teacher set up communicative activities in their classes at lower-secondary schools in Hue, Hue University, College of Foreign Languages Le Đinh Tuong (1998), “Teacher‟s Talk”, Easy English 1:13 Le Van Canh (1999), Language & Vietnamese pedagogical contexts, International Conference on Language and Development Ha Noi Le Van Canh (2000)., Language and Vietnamese Pedagogical Contexts, In show Et Al (Eds) Partners and Interaction-Proceeding of the 14th International Conference on Language and Development Ha Noi Leech, G & J Svartvic (2002), (3rd ed), A Communicative Grammar of English London: Longman-Pearson Education Limited Leng, H (1997), New Bottles, Old Wide, “Communicative Language Teaching in China”, Forum 37/4:38-40 Littlewood, W (1981), Communicative Language Teaching, Cambridge University Press Low, L (2000), Are College Students Satisfied? A National Analysis of Changing Expectations, New Agenda Series, 2: (1) Indianapolis, IN USA Group Foundation Mai Thanh Van (2000), “Intensive Learning”, Easy English 37:5 Maribel (1999), “Learning Chinese in 1990s”, 27.2(1996).Olsen, Stephen “www.adfl.org.” 30.1 (1998): 64–66 Ortiz-Márquez McMillan, J H & Schumacher, S (1993), Research in Education- A Conceptual Introduction, New York: Harper Collins College Publishers 82 McLaren, M (1998), Interpreting culture differences, Peter Francis publisher UK Newman, W L (2000), Social Research Methods – Qualitative and quantitative Approaches, USA: Allyn and Bacon Phan Le Ha (2001), “How culturally situated notions of “polite” forms influence the way Vietnamese postgraduate students write academic English in Australia?”, Australian Journal of Education, 45(3), 296-308 Pit Corder, S (1977), “Introducing Applied Linguistics”, Easy English 15 Rainier, M (2010), “Learning English outside the classroom”, Retrieved May 1st, 2012 from http://www.adviceforyou.org.uk/blog/studytip/strategiesfor-learning-english-outside-of-the-classroom Rimando, G (n.d), “Global Language of English-The importance of English”, Retrieved April 15th 2012 from http://EzineArticle.com//expert=Grace-Rimando Rosenthal, D.A., Russell, V.J., & Thomson, G (2006), “Social connectedness among international students at an Australian university”, The University of Melbourne, Australia Sanford, A (1979), Using English Grammar and Writing Skills, New York: Harcourt Brace Jovanovich Shapioro, A (1997), “Why are you afraid of making mistakes?”, Easy English 1:13 Skolverket (2006), “Curriculum for the non-compulsory school system”, (Lpo 94) Retrieved April 8th, 2012, from http:www.skolverket.se/publicationer?id=1072 Stebbins, C (2002), “Culture specific perceptual learning style preferences of post secondary students of English as a second language”, In J.M.Reid (ed) Learning Styles in the ESL/EFL Classroom Beijing: Foreign Language 83 Teaching and Research Press Stern, H H (1983), Fundamental Concepts of Language Teaching, Oxford: Oxford University Press Vu Thi Thien Thanh (2006), How to create new breakthroughs in enhancing the quality training and research of higher education toward 2020?, Unpublished Master of Education Essay, Institution for Education, La Trobe University Zhengshuan, L & Wenmiao, S (2006), “Socio-cultural background and Chinese English majors learning styles”, CELEA Journal (Bimonthly), Vol.29 No.3, pp.72-81 * Vietnamese references Bùi Hiền (1999), Phương Pháp Hiện Đại Dạy-Học Ngoại Ngữ, Hà Nội: National University-Publish House Hoàng Trọng & Chu Nguyễn Mộng Ngọc (2008), Phân tích liệu nghiên cứu với SPSS, Hồ Chí Minh: Hồng Đức Hoàng Bảo (1998), “Về Chiến Lược Dạy-Học Ngoại Ngữ”, Phát Triển Giáo Dục 6:8-924 Nguyễn Bá Kim (1999), “Về Định Hướng Phương Pháp Dạy Học”, Nghiên Cứu Giáo Dục 322:4 Ninh Thị Liên (1999), “Những Đòi Hỏi Báo Hiệu Qua Việc Dạy Tiếng Phát Âm Khi Học Tiếng Nước Ngoài”, Education Research Journal 322:25 Phạm Thị Tố Như (2010), “Tác động yếu tố văn hóa xã hội việc học tiếng Anh sinh viên năm thứ nhất- Khoa Tiếng Anh Trường Đại học Ngoại Ngữ, Đại học Đà Nẵng” (Influence of socio cultural perspective in learning English on first-year students of English department, CFL-DNU), Tạp chí khoa học cơng nghệ, Đại học Đà Nẵng 5, 162-166 * Websites: 84 http://wiki.answers.com http://www.articlesbase.com http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/health/elementary http://www.samwiterson.blogspot.com 85