Dạy học từ xưng hô tiếng việt cho học sinh tiểu học dân tộc hmông tt tiếng anh

THE MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION NGUYEN THU PHUONG TEACHING VIETNAMESE ADDRESSING TERMS FOR HMONG PUPILS AT PRIMARY LEVEL Specialisation: Code: Theory and methodology of teaching Literature and Vietnamese 9140111 SUMMARY OF DOCTORAL THESIS OF EDUCATION Hanoi - 2019 THE THESIS IS COMPLETED AT HANOI NATIONAL UNIVERSITY OF EDUCATION Thesis supervisor: Assoc Prof PhD Nguyen Quang Ninh Examiner 1: Prof PhD Do Viet Hung Examiner 2: Assoc Prof PhD Le Thi Phuong Examiner 3: Assoc Prof PhD Nguyen Thi Hong Van The thesis will be defended at the Panel of PhD Thesis Examiners, organized at: ……………………………………………………………………………… ……………………………………………………………………………… At hours, dated …………………… , 2019 The thesis may be accessed at: National Library, Hanoi or Library of Hanoi National University of Education INTRODUCTION RATIONALE 1.1 In the viewpoint of the Communist Party and the Government of Vietnam, education is the most effective sector in shortening the cultural and economic gap among regions and ethnicities In which, improvement of Vietnamese teaching for minority ethnic pupils (MEPs) at primary level is the focal assignment for the purpose of improving education quality in minority ethnic areas 1.2 In Vietnamese communicative culture, the use of addressing terms plays an important role in the success of conversations Vietnamese addressing terms are the class of terms that reflect communicative characteristics of Vietnamese culture in a sophisticated manner They also transmit emotional and attitude implication, the level of respect, familiarity and hierarchy relationship among dialogue participants For those MEPs at primary level learning Vietnamese as the second language (SL), addressing terms can be considered as one of the challenges, barriers in using the language 1.3 Under the current linguistics program of the general education as well as the linguistics program of the general education (issued together with Circular No 32/2018/TT-BGD&DT dated December 26, 2018 of the Minister of Education and Training), the teaching contents of both such programs pay attention to the teaching of addressing terms, the way to address to develop Vietnamese capability and communication capacity of pupils at primary level 1.4 Nevertheless, teaching of Vietnamese in general and Vietnamese addressing terms in particular for Hmông pupils at primary level in practice remains limited The facts show that Hmông pupils at primary level use Vietnamese, especially Vietnamese addressing terms with lots of errors From the above reasons, we have selected the topic of the study “Teaching Vietnamese addressing terms for Hmông ethnic pupils at primary level” 2 OBJECT AND SCOPE OF THE STUDY 2.1 Object of the study: The object of the thesis is the teaching of Vietnamese addressing terms for Hmông ethnic pupils at primary level 2.2 Scope of the study: In this thesis, we only did the survey with respect to Hmông ethnic pupils at certain full-day schools in Dien Bien Province We conducted a case study to have in-depth and experiment surveys on teaching at three full-day primary schools in Muong Nhe District, Dien Bien Province, namely Tran Van Tho Primary School, Nam Po Primary School and Nam Ke No Primary School AIMS AND ASSIGNMENT OF THE STUDY 3.1 Aims of the study: The thesis was developed with the aim to propose and apply teaching methods to enhance the capability to use Vietnamese addressing terms in communications for Hmông pupils at primary level, contributing to the innovation of Vietnamese teaching methods at primary schools as a second language 3.2 Assignment of the study (1) To systemize the theory in teaching of second language and acquiring second language, addressing terms in Vietnamese and Hmông language; (2) To conduct survey on teaching of addressing terms (3) To propose the principles for teaching Vietnamese addressing terms; to use a number of teaching methodologies which are appropriate with the targeted pupils and teaching contents; to develop and use exercise system to improve the use of Vietnamese addressing terms for Hmông pupils at primary level; and (4) To carry out pedagogical experiments METHODS OF THE STUDY Methods of the study are mainly used during the development of the thesis include: Field survey method; In-depth interview method; Material analysis and synthesis method; Pedagogical experiment method; and Statistics and data processing method SCIENTIFIC HYPOTHESIS Currently, Hmông pupils at primary level use Vietnamese addressing terms with difficulty due to negative transfer (interlingual) from the mother tongue Therefore, if teachers use positive teaching methods, and provide scientific exercise system for Hmông pupils at primary level learning Vietnamese, they will use Vietnamese addressing terms in communications in a more effective way; then, it will help to improve their capacity of communicating in Vietnamese, helping them to participate in social activities with better confidence and convenience EXPECTED CONTRIBUTIONS OF THE STUDY 6.1 In terms of theory: The thesis compiles and analyses research on Vietnamese teaching basing on the theory of second language acquisition, the theory of error analysis; characteristics of addressing terms, ways of addressing in Vietnamese in comparison with Hmông language 6.2 In practice: The thesis recommends appropriate teaching methods for the targeted pupils at primary level being Hmông ethnic children, develops and uses the system of exercises in teaching addressing terms, ways of addressing in Vietnamese to improve the communicative capability of Hmông ethnic pupils at primary level These solutions may be suggestions which provide references for teachers at mountainous areas in teaching Vietnamese as a second language STRUCTURE OF THE STUDY In addition to the introduction, conclusions, the contents of the thesis comprise of four chapters CHAPTER OVERVIEW OF THE STUDY 1.1 STUDIES ON VIETNAMESE ADDRESSING TERMS Addressing terms are an important class in each language and have been researched by a number of linguists Vietnamese addressing terms also attract the attention of a few foreign researchers In Vietnam, it can be said that, the research history of Vietnamese addressing terms have been through over 350 years from the very first pages of research by Alexandre de Rhodes The study of Vietnamese addressing terms may be divided into two short stages with theoretical stages of the language: from structuralism to communication theories At the first stage, Vietnamese linguists such as Tran Trong Kim, Nguyen Minh Thuyet, Nguyen Van Chien, Le Bien, etc named words used for addressing as “personal pronouns” The second stage of researching is closely linked with the term “addressing terms” The concept of addressing terms is wider in terms of scope than that of personal pronouns and are studied from communication theories, from the perspective of the social linguistics, etc Typical for this orientation of research are the following authors: Nguyen Van Chien, Nguyen Van Khang, and Truong Thi Diem, etc 1.2 THE STUDY OF TEACHING SECOND LANGUAGES Language teaching methods are influenced by linguistic theory and language learning theory These two theories may be independent or combined with each other to generate different teaching methods In the world, when language teaching methods are discussed, there are a number of books focusing on in-depth researching of this topic These are namely “Approaches and Methods in Language Teaching” by Jack C Richards, Theodore S Rodgers, “Fundamental Concepts of Language teaching” by H H Stern, and “Teaching Language in Context” by Alice Omaggio Hadley Research materials have summarized models of second language teaching from various theories, analyzed social context and the role of its elements in teaching second language Besides, journals on second language teaching of authors such as Jill Kerper Mora, Francis Mangubhai, and James J Asher, etc should also be mentioned 1.3 THE STUDY ON TEACHING VIETNAMESE AS THE SECOND LANGUAGE With respect to studies of Vietnamese as a second language, Nguyen Thien Giap should be firstly mentioned with his book “Applications of Vietnamese study” (or “Những lĩnh vực ứng dụng Việt ngữ học” in Vietnamese), Nguyen Thi Phuong Thao with book “Teaching language for general education level” (or “Dạy học Ngữ văn trường phổ thông” in Vietnamese (Hanoi National University Publishing House) These two books have introduced the concepts of mother tongue, national language, second language, foreign language; and the differences between learning the first language and the second language 1.4 THE STUDY OF VIETNAMESE FOR ETHNIC MINORITY PUPILS AT PRIMARY LEVEL Regarding methods of teaching Vietnamese for ethnic minority pupils, researches on this topic remain quite subtle Articles by Nguyen Huu Hoanh, Ngo Thi Thanh Quy, and Nguyen Thi Thu Thuy, etc are among a few to be mentioned With respect to teaching Vietnamese for Hmông ethnic pupils, there are several researches by Nguyen Dieu Thuong and Pham Hung Linh; Nguyen Kien Tho, Dao Thien Xuan, etc Besides, there some programs and projects focusing on the studies and implementing pilot teaching Vietnamese as a second language in bilingual and multilingual environments in areas with different minority ethnic people CHAPTER THEORETICAL AND PRACTICAL BASIS OF TEACHING VIETNAMESE ADDRESSING TERMS FOR HMÔNG ETHNIC PUPILS AT PRIMARY LEVEL 2.1 THEORETICAL BACKGROUND OF TEACHING HMÔNG PUPILS AT PRIMARY LEVEL VIETNAMESE ADDRESSING TERMS 2.1.1 Vietnamese with Hmông pupils at primary level 2.1.1.1 The role of Vietnamese toward Hmông pupils at primary level Vietnamese is considered as the national language in the Constitution Vietnamese education and provision of education in Vietnamese has been paid with special attention including teaching Vietnamese for minority ethnic pupils Fluency in using Vietnamese can be considered as a crucial key to help minority ethnic pupils to get closer to opportunities of sustainable development of their lives 2.1.1.2 Vietnamese as the second language for Hmông pupils at primary level From the viewpoints of language training specialists, it can be seen that for Hmông pupils at primary level, Vietnamese can be their mother tongue if one of their family members (father or mother) is Vietnamese Vietnamese can also be the native language if those Hmông pupils were born in the community speaking Vietnamese Vietnamese can also be the second language with Hmông pupils at primary level (purely Hmông) who live in a Hmông language speaking environment Most of Hmông pupils at primary level at the schools under our survey’s coverage are purely Hmông They live in the environment with lack of opportunity to communicate in Vietnamese Hence, Vietnamese for them is the second language 2.1.2 Teaching Vietnamese addressing terms basing on the second language acquisition theory 2.1.2.1 The concept on the second language acquisition Some researchers reckon that it is necessary to distinguish between naturalistic acquisition and instructed acquisition In this thesis, we conceive that acquisition of second language means the process of learning, acquiring Vietnamese language for Hmông pupils at primary level both within and outside schools, in either cognitive or non-cognitive manner 2.1.2.2 The stages of second language acquisition Each stage of growth in human life is attached to typical features in both physical, mental aspect and in attitude Each of such stages if reasonably made use for specific purpose, for instance, in development of acquisition capacity of second language, will bring about significant efficiency Lenneberg (1967) believes that children can only acquire a language best before their puberty Krashen (1981) introduces five main stages of acquisition of a second language Therefore, teachers need to make use of the golden stage during the ages at primary level of pupils to improve their capacity of language acquisition 2.1.2.3 A number of factors influencing the second language acquisition process Language acquisition in general and acquisition of second language in particular are the process, which is influenced, impacted by various objective and subjective factors such as the natural acquisition environment, causes, and learning attitude of pupils, etc Such factors should be taken into consideration by teachers in organizing teaching of Vietnamese addressing terms for Hmông pupils at primary level 2.1.2.4 The role of error analysis with respect to teaching of Vietnamese addressing terms Researchers of second language acquisition consider that in teaching second language, learners often make basic errors namely interlingual errors and intralingual errors Interlingual errors are the results of negative transfer, caused by the influence the mother tongue on the learning of the target language Intralingual errors are the result of the fact that “the learning of the target language is incomplete or incorrect and this is completely not related to interlingual causes” In teaching of Vietnamese addressing terms of Hmông pupils at primary level, it is necessary to pay attention to interlingual errors and intralingual errors 2.1.3 Addressing terms in Vietnamese and in Hmông language 2.1.3.1 The concepts of addressing and addressing terms Basing on the statements of researchers on addressing, the thesis endeavors to introduce the concept: addressing terms are words within the vocabulary of a language used by the subject of communications for self-reference (profession) or used for referencing to the object of communication (call, address) In actual speaking, the subject of communication may also use combinations of words or similar expressions to profess and address 2.1.3.2 Comparison of Vietnamese addressing terms and addressing terms in Hmông language in terms of systematic structural aspects a) Vietnamese addressing terms According to researchers, Vietnamese addressing terms include personal pronouns, words expressing kindship relationships and proper nouns, words expressing titles or professions in Vietnamese b) Addressing terms in Hmông language - Personal pronouns in Hmông language are introduced by author Lý Sheo Chúng1 as follows: Singular Pair Plural First person Cur Ưz Pêz Second person Caox Mêx Mêx Third person Nưl puôz Puôz, lươr - Nouns expressing kinship relationships in Hmông language: According to Lý Sheo Chúng, nouns of kinship relationships are words expressing the relations within the family and clans, for instance, “nav” (mother), “txir” (father), “tuz” (son), and “nxeik” (daughter), - The original Hmông language does not have words of titles and professions In recent years, from the actual development of the society and the demand in communications, words of professions and titles are borrowed from Vietnamese by way of importing pronunciations of the Vietnamese equivalents c) Similarities and differences between Vietnamese addressing terms and addressing terms in Hmông language - Similarities: The systems of addressing terms in Vietnamese and Hmông language both consist of two fundamental groups: Personal pronouns and nouns of kinship relations Lý Sheo Chúng – Chief autidor (2007), Teaching curricula of H'Mong language, Vietnam Education Publishing House, Hanoi 11 the classes, especially in teaching speaking skill for the pupils In Vietnamese coursebook for pupils at the th grade, volume 1, there are two units that introduce the lessons focusing on addressing terms, namely “Pronouns” (week 9), “Personal pronouns” (week 11) Besides, addressing terms and ways of addressing are incorporated in Reading texts, Writing, Storytelling, Vocabulary and sentence exercises from the first grade to the fifth grade 2.2.2.2 Requirements and the contents of teaching addressing terms in the linguistics program of the general education (2018) The linguistics program of the general education (2018) determines that one of the objectives of the subject at primary level is developing linguistic capability in all skills being reading, writing, speaking and listening Attention is paid specially to teaching of addressing terms in the speaking-listening cluster The program also provides the general orientation on education and teaching methods which are integrating and classifying teaching to uphold the proactiveness and creativity in learning of pupils 2.2.3 The current status of teaching Vietnamese addressing terms for Hmông pupils at primary level 2.2.3.1 The objectives and the objects of the survey We surveyed the teachers at three full-day primary schools in Dien Bien Province being Tran Van Tho, Nam P and Nam Ke No primary schools by ways of questionnaire, class observations, and indepth interviews 2.2.3.2 Methods of survey We surveyed teachers using three methods: delivering questionnaire, attending class hours for observation and in-depth interviews 2.2.3.3 Survey results a) From questionnaire: We collected 127 questionnaires delivered to teachers with the results as follows: - Awareness of teachers about second language and teaching methods of second language remains vague Although most of the 12 surveyed teachers (88.2%) stated that Vietnamese is the second language with respect to Hmông pupils at primary level in their classes, only a few (17.8%) could be able to provide correct methods of teaching second language - Most teachers (92.7%) reckon that teaching of addressing terms, ways of addressing to Hmông pupils at primary level is essential However, many of them (45.3%) believe that teaching Hmông pupils at primary level addressing terms and ways of addressing is very difficult - There are only a few (13.7%) teachers usually develop additional appropriate exercises in teaching addressing terms and ways of addressing for their targeted pupils Only 24.8% of the teachers usually integrate teaching of addressing terms in Vietnamese lessons Up to 51.4% of the teachers not compare, collate Vietnamese addressing terms and addressing terms in Hmông language b) With respect to class hours observation: We participated in 12 class hours of Vietnamese language (06 class hours of the first class, and 06 class hours of the fifth grade) Through class observation, we found that, most teachers only use traditional teaching methods such as presentation method, interview method, etc Teachers also did not frequently integrate the teaching of Vietnamese addressing terms for the pupils Comparison of Vietnamese addressing terms with addressing terms in Hmông language was almost absent or was ineffectively conducted Error corrections in using addressing terms for pupils remain ineffective c) With respect to interviews: Teachers all confirmed the necessity of teaching addressing terms for Hmông pupils because they frequently made mistakes in using addressing terms However, teaching faced challenges due to the lack of teaching materials, and limitation in updating new teaching methods, etc 13 2.2.4 The current status in using Vietnamese addressing terms with respect to Hmông pupils at primary level 2.2.4.1 Objectives and objects of the survey In order to understand the Vietnamese speaking environment, the status of using Vietnamese addressing terms of Hmông pupils at primary level, we surveyed pupils at three primary schools from September 2016 to April 2017 2.2.4.2 Method of survey We surveyed pupils by delivering questionnaire, exercises to first grade pupils and fifth grade pupils 2.2.4.3 Survey results - In terms of Vietnamese communication environment, most of the surveyed pupils (98%) only communicated in Hmông language within their families Many pupils (76.5%) occasionally exposed themselves to informative, cultural and art publications and products in Vietnamese With respect to the interest in learning Vietnamese, most of the pupils felt interested Many of them thought that addressing in Vietnamese is not difficult - The capability in using Vietnamese addressing terms by Hmông pupils at the first grade: Many pupils were not very good at using addressing terms subject to their roles in conversations, were not aware of the relationship of the conversation participants through the ways of using addressing terms, were not able to use addressing terms in pre-set situations - The capability in using Vietnamese addressing terms by Hmông pupils at the fifth grade: The capability in using addressing terms of Hmông pupils at fifth grade was relatively good Many pupils were capable to use appropriate addressing terms for pre-set situations However, the capability in telling story with changes in persons (using addressing terms subject to roles in conversations) and identify, correct errors in using addressing terms remain limited 14 CHPATER ORGANISING TEACHING OF VIETNAMESE ADDRESSING TERMS FOR HMÔNG PUPILS AT PRIMARY LEVEL 3.1 A NUMBER OF PRINCIPLES IN TEACHING VIETNAMESE ADDRESSING TERMS FOR HMÔNG PUPILS AT PRIMARY LEVEL In teaching Vietnamese addressing terms for Hmông pupils at primary level, it is necessary to pay attention to a number of the following requirements: interlingual factor should be taken into account, natural acquisition environment should be made use of, teaching in accordance with the communicative perspective to create interest in pupils 3.2 USING SOME METHODS IN TEACHING VIETNAMESE ADDRESSING TERMS FOR HMÔNG PUPILS AT PRIMARY LEVEL Three teaching methods were used under the thesis to teach Hmông pupils at primary level, namely total physical response, roleplay and language analysis Total physical response is the typical method in teaching second language and suitable for application with Hmông pupils at early levels of primary education Roleplay is a teaching method which has the advantage of developing communication capability for pupils Language analysis helps pupils to better understand the language, the addressing culture in Vietnamese through comparisons of similarities and differences between the systems of addressing terms and ways of addressing in Vietnamese and in Hmông language 3.2.1 Total physical response 3.2.1.1 Viewpoint on total physical response approach According to James Asher, the “father” of this teaching method, physical response is a combination of all responses with whole-body actions by the pupils In this thesis, the focal total physical response form is the total physical response with the body Through that, pupils are aware of the targeted conversers of addressing, as well as understanding the conversation etiquette such as greetings, expressing gratitude or apology, etc Teachers may 15 adopt this approach through different steps: Teachers to prepare for the lessons; teachers to model, demonstrate; Pupils to Perform; Teachers to correct and consolidate 3.2.1.2 Adoption of total physical response in teaching Vietnamese addressing terms Total physical response may be adopted in different phases of the teaching process: warm-up, formation of new knowledge, practice and adoption Example 1: “Lesson 1” (Letter “e”, Vietnamese coursebook 1, volume 1) is the first lesson of pupils at the primary level Hence, teachers may adopt total physical response approach to help their pupils to develop the habit of greeting their teachers, classmates when the go to schools, and familiarize themselves with the ways of addressing “thầy” (you - addressing a male teacher)/ “cô” (you - addressing a female teacher)/ “em” (I/me – self addressing when talking with teachers)/ “mình” (I/me – self addressing when talking with classmates)/ “bạn” (you – addressing the second dialogist) Example 2: When teaching the lesson “Painting horses”, (Vietnamese coursebook 1, volume 2), teachers may use total physical response approach in teaching pairs of addressing terms such as “chị” (older sister) - “em” (younger sister/brother), “bà” (grandmother) - “cháu” (grandson/granddaughter) in the new knowledge development activity Example 3: In teaching the lesson “Mit writes a poem” (Vietnamese coursebook 2, volume 1), teachers may adopt total physical response approach to expand to pairs of addressing terms for the same hierarchy “tớ/mình/tơi” (I/me) “cậu/bạn/ấy” (you) in practice activities 3.2.1.3 Some notes when using total physical response approach This approach is mainly adopted in teaching pupils at early stage of primary education Teachers need to pay attention to class management when adopting this approach 3.2.2 Role play approach 3.2.2.1 Viewpoint on role play approach In teaching Vietnamese, role playing is a method of teaching that teachers arrange for pupils to play the roles in conversations to 16 develop language capability Role play is conducted in accordance with the following steps: Teachers introduce assignments; Teachers to provide guidance; Pupils to practice; Teachers and pupils to assess; Teachers and pupils to draw out lessons on using addressing terms in communicating in Vietnamese 3.2.2.2 Adoption of role play approach a) Role playing subject to coursebook’s linguistic materials Role playing with coursebook’s linguistic materials helps Hmông pupils at primary level to not only understand well the lessons but also obtain language usage skills in specific communication situations For instance, when teaching the reading text “Who is at fault?” (Vietnamese coursebook 3, volume 1), adoption of role play approach helps pupils to use addressing terms to express their respect, politeness with their classmates, even in arguments or in irritating situations Role play in the lesson “What is the most precious?” (Vietnamese coursebook 5, volume 1) helps pupils to argue in a civilized manner b) Role play in handling different communicative situations Role play in handling different communicative situations may be classified into different levels: conversationalizing available linguistic materials, creatively write the ending for a conversation, write a plot of conversation for an open situation Examples may be taken from the reading lesson namely the “Postman” (Vietnamese coursebook 1, volume 2), or the lesson “The soccer game in the street” (Vietnamese coursebook 3, volume 1) where teachers may have their pupils played the roles to continue telling the stories 3.2.2.3 Some notes when using role play approach The play for role playing must ensure the timely, pertinent characteristics in the teaching process In addition, the plot for role play must be positive and educationally effective 3.2.3 Language analysis approach 3.2.3.1 Viewpoint on language analysis Language analysis approach means teachers will provide language materials and organize their pupils to find out, arrange 17 language phenomena into certain categories and clarify their typical features In teaching Vietnamese addressing terms for Hmông pupils at primary level, it is necessary to pay attention to analysis of differences of the addressing systems, ways of addressing between Vietnamese and Hmông language This is to show typical characteristics of addressing terms and ways of addressing in Vietnamese as a language This approach is conducted in accordance with the following steps: Teachers to provide linguistic materials for analysis; Teachers to guide pupils to observe and analyze the linguistic materials; Pupils then will develop the theory concept of addressing terms; The theory will be then consolidated and adopted in the use of addressing terms in practice 3.2.3.2 Adoption of language analysis approach For example, in the lesson “Synonyms” (Vietnamese coursebook 5), Teachers may integrate the teaching of addressing terms for the same targeted dialogist In the lesson namely “Personal pronouns” (Vietnamese coursebook 5), the language analysis approach will help pupils to recognize the differences between Vietnamese personal pronouns and those pronouns in Hmông language 3.2.3.3 Some notes when using language analysis approach Linguistic factors (Vietnamese addressing terms) are selected for adoption of language analysis need to contain distinctive features as compared to addressing terms on Hmông language 3.3 DEVELOPMENT OF VIETNAMESE ADDRESSING TERM EXERCISES FOR HMÔNG PUPILS AT PRIMARY LEVEL 3.3.1 Structure of exercises in teaching Vietnamese addressing terms Exercises used for teaching Hmông pupils at primary level Vietnamese addressing terms are developed to resolve interlingual problems between the two different addressing term systems These types of exercises are not common in coursebooks Thus, it will help 18 to diversify the opportunity for practicing addressing terms, ways of addressing for pupils The thesis provides guidance to teachers the way to develop the system of exercises for Hmông pupils at primary level and introduces 50 specific examples of exercises The system of exercises for teaching of Vietnamese addressing terms for Hmông pupils at primary level is divided into four categories and a number of types The diagram of the system of exercises is shown below: The system of exercises for teaching of Vietnamese addressing terms for H’Mong pupils at primary level Category Identify addressing terms 1a 1b 1c Category Activate addressing terms Category Systemise addressing terms 2a 2b 2c 2c 3a 3b 3c 3d Category Correct errors 4a 4b 4c In the first category, there are types of exercises: 1a: Identify meaning, role, person, form of addressing terms; 1b: Identify emotion, attitude through addressing terms; 1c: Identify appropriateness of addressing terms with time, space and conversational situation Category has the following types of exercises: 2a: Systemize addressing terms subject to roles and genders; 2b: Systemize addressing terms subject to persons; 2c: Systemize addressing terms subject to forms; 2d: Systemize addressing terms via comparison with Hmông language Category has following types: 3a: Use addressing terms subject to samples; 3b: Use addressing terms subject to different conversational situations; 3c: Change addressing terms subject to persons and roles; 3d: Use 19 Vietnamese addressing terms by comparing with Hmông language Category has the following types of exercises: 4a: Correct errors of missing addressing terms; 4b: Correct errors of inappropriate uses of addressing terms with respect to relationship, attitude in conversations; 4c: Correct errors in combination of addressing terms 3.3.2 Description of exercises 3.3.2.1 Exercise for identifying addressing terms This category is aimed at developing understanding about addressing terms for pupils, helping them to identify the meanings of addressing terms in speaking, identify their conversational roles, persons and forms; attitude, emotion presented in the ways of using Vietnamese addressing words 3.3.2.2 Exercises for systemizing addressing terms Exercises for systemizing addressing terms are aimed at helping pupils to step by step arrange, refer to their knowledge about Vietnamese addressing terms in specific conversional areas 3.3.2.3 Exercises for activating addressing terms This category helps pupils to familiarize themselves to the use of addressing terms in specific conversional circumstances 3.3.2.4 Exercises for correcting errors in using addressing terms This category guides pupils in correcting certain errors that they normally make when they use Vietnamese addressing terms, such errors derive from differences between the systems of addressing terms, ways of addressing between Vietnamese and Hmông language 3.3.3 Adoption of exercises in practical teaching of Vietnamese addressing terms for Hmông pupils at primary level The exercises are mainly used from the second lesson or class hour Exercises may be used flexibly during reading classes, storytelling, vocabulary and sentence practicing hours and writing classes 20 CHAPTER PEDAGOGICAL EXPERIMENT 4.1 THE OBJECTIVES OF PEDAGOGICAL EXPERIMENT The objectives of experiment are to examine the feasibility of recommended teaching methods and the supplementary exercises 4.2 THE TARGETS OF EXPERIMENT AND TIME OF EXPERIMENT 4.2.1 The targets of experiment - Respondents are first grade and fifth grade pupils of full-day primary schools in Muong Nhe District, Bien Bien Province: Tran Van Tho Primary School, Nam Po Primary School, and Nam Ke No Primary School The reason for us to select Hmông pupils at first grade because first grade pupils just commence their education and Vietnamese addressing terms are new to them in order to be appropriately used On the other hand, addressing terms are important and basic class of vocabulary which needs to be taught immediately for those pupils for them to be confident, proactive in participating communication activities at school and in society We also experimented on the fifth-grade pupils as in Vietnamese coursebook 5, volume 1, pupils will learn two lessons which are directly related to addressing terms: Pronouns (week 9) and Personal pronouns (week 11) 4.2.2 Time of experiment The time of experiment was from June 2017 until May 2018 4.3 THE CONTENTS AND METHODS TO IMPLEMENT THE EXPERIMENT 4.3.1 The contents of the experiment - With respect to the firstgrade pupils, we experimented 04 lessons: 01 lesson to get to know letters (“Lesson 1: letter “e”), 02 lessons of reading texts (“Come in” and the “Postman”) and designed 01 supplementary lesson “Love in the family” - With respect to fifth grade pupils, we experimented 04 lessons: 01 storytelling lesson (“the hero, Ly Tu Trong”), 01 lesson of reading text (“What is the most precious”), 02 lessons of vocabulary and sentence practice (“Pronouns” and “Personal pronouns”) 21 4.3.2 Methods for experiment The experiment process was carried out in accordance with the following steps: Step 1: Development of experiment plan; Step 2: Test and assessment of input quality of pupils prior to experiment; Step 3: Organization of teaching sessions; Step 4: Compilation and processing of data and evaluation 4.4 CRITERIA FOR EVALUATION OF THE EXPERIMENT With respect to first grade pupils, we assessed their use of addressing terms by two ways: interviewing their uses of addressing terms; and let the pupils exercises about addressing terms With respect to fifth grade pupils, we assessed their uses of addressing words by way of exercise papers 4.5 METHODS TO PROCESS WITH THE EXPERIMENT RESULTS We processed the experiment results by using mathematic statistics in education science When simulating on the frequency distribution line, we recognized that the percentage (%) of pupils having grades below average (1, 2, 3, 4, 5) of the experimented group is lower than that of the control group and the percentage (%) of pupils having good and very good grades (7, 8, 9, 10) of the experimented group is higher than that of the control group 4.6 GENERAL EVALUATION OF THE EXPERIMENT PROCESS - In terms of lesson design: During the training sessions and experiment, many teachers tried to teach pupils Vietnamese addressing terms in a number of Vietnamese lessons - In terms of the teachers: At the first experimenting class hours, teachers were confused in using the total physical response and language analysis Later, they became more familiar and used these approaches in a smooth and appropriate way Teachers know how to use exercises of addressing terms, ways of addressing for Hmông pupils at primary level in a flexible way 22 - In terms of pupils: Most of the pupils participating the experiment were enthusiastic and willing to learn with new approaches The pupils had the opportunity to participate in communication activities and to express themselves They did exercises to practice addressing terms in Vietnamese communication Thus, their capability in using Vietnamese has been improved - The experiment experience of the thesis’ recommendations during class hours was relatively smooth, which has proven that such recommendations are positive and feasible CONCLUSIONS AND RECOMMENDATIONS CONCLUSIONS The thesis has summarized, analyzed the viewpoints of researches with respect to Vietnamese addressing terms, teaching methods of second language as well as the process of second language acquisition Then, we believe that, teaching of Vietnamese addressing terms for Hmông pupils at primary level should take into consideration basic factors such as the differences between the systems of Vietnamese addressing terms and that of Hmông language, making use of and developing the environment for acquisition of Vietnamese language as a natural environment of acquisition right the place where the pupils live, enhancing the role of visual factor in teaching Vietnamese for Hmông pupils at primary level, creating friendly and convenient environment for language development of the pupils The thesis surveyed the requirements to be satisfied and the contents of the current linguistics program of the general education and the current linguistics program of the general education (2018) Then, it could be seen that teaching Vietnamese addressing terms have attracted attention and has been developed throughout the education level in both programs Both programs introduce differentiated instruction concept and mention the need to develop the contents and use methods and ways of teaching 23 suitable to different targeted groups of pupils We have surveyed the actual status of teaching Vietnamese in general and addressing terms in particular in a number of full-day primary schools (in Dien Bien Province) The results show that many teachers have yet thoroughly understood about second language, and second language teaching methods and were confused in preparing teaching curricula for Hmông pupils The situation of using Vietnamese addressing terms by Hmông pupils at the beginning and the end of the primary education remains with a lot of limit Pupils make various interlingual errors such as not using addressing terms in communications, using addressing terms for wrong person, role, and context of emotion From the actual practice of teaching Vietnamese in general, and teaching of Vietnamese addressing terms in particular for Hmông pupils at primary level remains inadequate, the thesis has introduced solutions to improve the capability of using Vietnamese addressing terms for Hmông pupils at primary level The thesis focuses on two main solutions, which are using teaching methods and development of exercises The thesis has identified the principles in teaching Vietnamese addressing terms for Hmông pupils at primary level Then, it recommends selection of appropriate teaching methods which are total physical responses, role play and language analysis In each method, we presented the key points as follows: our perspectives with respect to the related method, steps to implement, adopt the related method in teaching Vietnamese addressing terms The system of exercises to practice Vietnamese addressing terms for Hmông pupils at primary level in reading, writing, speaking and listening activities We have proposed the ways to use such exercises in teaching different subjects under the linguistic main subject The feasibility of the thesis topic is confirmed via teaching experiment in 03 primary schools in Dien Bien Province The results of teaching experiment show that the learning efficiency of the experimented classes is higher than that of the control classes 24 Pupils were relatively enthusiastic with exercises related to addressing terms Especially, after participating experiment class hours, they became more confident in using addressing terms in communication activities RECOMMENDATIONS It is recommended that the teaching programs at school should be developed with teaching materials for ethnic minority pupils at primary level in general and Hmông pupils at primary level in particular Currently, the current linguistics program of the general education in 2018 requires differentiated instruction to provide suitable programs for each targeted group of pupils This is an urgent requirement for the current educational situation in Vietnam, catching up with the current trend of education in the world Thus, the school programs, coursebooks, learning materials for ethnic minority pupils as well as Hmông pupils at primary level need to be compiled separately to be appropriate for each ethnicity, each region and area It is recommended that trainings of teaching methods for second language should be carried out for teachers at ethnic areas So far, teachers at ethnic areas are limited from accessing trainings, sharing of modern teaching methods Most of the teachers not fully understand about second language as well as teaching method of second language Therefore, in order to improve the efficiency of teaching Vietnamese for ethnic minority pupils, it is necessary to pay attention to the trainings for teachers with respect to language teaching methods, including second language teaching method It is recommended that the training of teachers at teacher training colleges and education universities should be taken into consideration In the training programs for teachers at teacher training colleges and education universities, students to become teachers who teach Vietnamese as a second language should be taken into account Hence, there should be subjects and specialized training sessions with focus on second language and teaching methods for students specializing in pedagogy LIST OF THE AUTHOR’S PUBLISHED RESEARCHES AND JOURNALS RELATED TO THE TOPIC OF THE PHD THESIS Teaching word meaning for pupils at primary level who learn Vietnamese as a second language, Journal of Science, Hanoi National University of Education, No 5, p.45-51 Teaching story writing for ethnic minority pupils at fourth grade, Journal of Science, Hanoi National University of Education, No 6, p 32-41 Development of supplementary exercises of addressing terms in orientating communication capability for ethnic minority pupils at fifth grade, Journal of Science, Special Issue of Education Research, Vietnam National University, Hanoi, Vol 34, No 2, ISSN 2588-1159, p 76-84 Teaching Vietnamese addressing terms for ethnic minority pupils in relation to culture, Journal of Science, Special Issue of Education Research, Vietnam National University, Hanoi, Vol 34, No 3, p.57-63 Errors in using Vietnamese words of H’Mong pupils at primary level from the perspective of error analysis theory, Vietnam Journal of Education, The Ministry of Education and Training, Special Edition, August 2018, p.146 ... “Những lĩnh vực ứng dụng Việt ngữ học in Vietnamese), Nguyen Thi Phuong Thao with book “Teaching language for general education level” (or Dạy học Ngữ văn trường phổ thông” in Vietnamese (Hanoi... full-day primary schools in Muong Nhe District, Bien Bien Province: Tran Van Tho Primary School, Nam Po Primary School, and Nam Ke No Primary School The reason for us to select Hmông pupils at... necessary Besides, most of Hmông people have innocent and simply way of thinking Psychology and awareness of Hmông pupils at primary level carry the common characteristics of psychology and awareness