{"id":23156,"date":"2023-06-27T15:30:00","date_gmt":"2023-06-27T08:30:00","guid":{"rendered":"https:\/\/nnkt.ueh.edu.vn\/?p=23156"},"modified":"2023-11-09T09:48:24","modified_gmt":"2023-11-09T02:48:24","slug":"proceedings-international-symposium-advancing-english-for-specific-purposes-through-effective-curriculum-development-and-materials-design","status":"publish","type":"post","link":"https:\/\/nnkt.ueh.edu.vn\/index.php\/2023\/06\/27\/proceedings-international-symposium-advancing-english-for-specific-purposes-through-effective-curriculum-development-and-materials-design\/","title":{"rendered":"Proceedings: Advancing English for Specific Purposes through Effective Curriculum Development and Materials Design (6\/2023)"},"content":{"rendered":"\n

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DEVELOPING TEACHING MATERIALS FOR ESP PROGRAMS: AN EXAMPLE AT SCHOOL OF FOREIGN LANGUAGES – UEH<\/strong><\/h3>\n

Vo Dinh Phuoc, M.A.<\/strong><\/p>\n

Introduction<\/strong><\/h4>\n

The School of Foreign Languages at the University of Economics Ho Chi Minh City (SFL-UEH) is developing a new English training program for non-English major students. The goal is to replace the current General Business English program with English for Specific Purposes (ESP) programs, which will be more tailored to the students’ needs in their studies and future careers. In addition to developing the new programs, the SFL lecturers have compiled ESP teaching materials for several training majors at UEH. The materials design is undertaken under the approaches and models suggested by renowned scholars and educational experts. This paper briefly describes the process of designing ESP teaching materials with the aim of sharing experiences and highlighting the difficulties and challenges of this professional work.<\/p>\n

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INVESTIGATING THE USE OF TECHNOLOGY DEVICES IN THE ENGLISH CLASSROOM FROM THE PERSPECTIVES OF THE STUDENTS AT VINH LONG CAMPUS \u2013 UEH UNIVERSITY<\/h3>\n

Nguyen Luong Hoang Thanh, M.A.<\/strong><\/p>\n

INTRODUCTION<\/strong>
In recent years, the proliferation of technology devices and their integration into various aspects of our daily lives has become increasingly evident. Among the various demographic groups, university students are known to be avid users of mobile devices, relying on them for communication, information access, and entertainment. However, the use of cellphones in educational settings, particularly in the classroom, has sparked debates and concerns among educators and researchers regarding its impact on students\u2019 learning experience and academic performance. This research paper aims to explore the opinions and habits of university students regarding the use of technology devices in the classroom. By examining the attitudes of students and their actual habits during class time, this study intends to shed light on the reasons behind this behavior and its potential consequences.<\/p>\n

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USING READABILITY TO MEASURE THE DIFFICULTY OF TEXTS IN ESP
MATERIALS DESIGN<\/h3>\n

\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Vo Dinh Phuoc, M.A.<\/strong><\/p>\n

Introduction<\/strong><\/h4>\n

When dealing with materials design, teachers usually face issues such as material sources, appropriateness and relevance, teachability of content and tasks, or attuning to learners’ proficiency levels. In recent decades, many applications have been developed to assist language teachers and seemed to make innovative changes in teacher’s work. This paper addresses a tool of text analysis that scientifically interprets linguistic elements in measuring a text’s difficulty. This insightful method might have eliminated subjective judgments in selecting appropriate texts to develop materials suitable for their students’ difficulty level. In addition to providing a reliable measurement, this text analysis tool also helps save time, effort, and especially costs (most of which are free) to carry out activities and research projects related to language.<\/p>\n

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LA LANGUE MATERNELLE EN CLASSE DE FLE<\/strong><\/h3>\n

Nguyen Thi Thien Phuong<\/strong><\/p>\n

R\u00e9sum\u00e9<\/u><\/strong>\u00a0<\/h4>\n

Dans le contexte \u00e9ducatif contemporain, les approches p\u00e9dagogiques relatives \u00e0 l\u2019enseignement des langues \u00e9trang\u00e8res ont connu une \u00e9volution majeure, engendrant une r\u00e9\u00e9valuation du r\u00f4le de la langue maternelle. Cet article analyse les courants m\u00e9thodologiques du FLE afin de mettre en \u00e9vidence les diverses fonctions de la langue maternelle dans le processus d\u2019enseignement et d\u2019apprentissage. La langue maternelle y appara\u00eet tant\u00f4t comme une pr\u00e9cieuse ressource, tant\u00f4t comme un \u00e9cueil \u00e0 \u00e9viter. Si certaines m\u00e9thodes traditionnelles privil\u00e9giaient une immersion totale pour minimiser les interf\u00e9rences linguistiques, les avanc\u00e9es p\u00e9dagogiques plus r\u00e9centes reconnaissent les avantages cognitifs et linguistiques qu\u2019elle procure. Ainsi, l\u2019usage de la langue maternelle varie en fonction des approches m\u00e9thodologiques adopt\u00e9es, t\u00e9moignant de l\u2019\u00e9volution constante des courants didactiques.<\/p>\n

Mots-cl\u00e9s<\/u><\/strong>\u00a0: enseignement des langues – langue maternelle – courants m\u00e9thodologiques<\/em><\/p>\n

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UNDERSTANDING THE VALIDITY AND RELIABILITY OF
ASSESSMENT TESTS<\/h3>\n

Nguyen Luong Hoang Thanh, M.A.<\/strong><\/p>\n

ABSTRACT<\/strong>
It has long gone without saying that assessment has a crucial role to play in the process of teaching and learning of every subject. Another common knowledge is that designing an assessment procedure which appropriately demonstrates student capacity is not in the least easy. Among numerous characteristics of a well-designed test, validity and reliability should be attentively taken into account. If we are to interpret the score on a given test as an indicator of an individual\u2019s ability, that score must be both valid and reliable (Bachman, 1990, 24). These two concepts are not only essential when analyzing and using measures of language abilities but also foremost to be considered when developing and giving tests. In light of this, the research paper will discuss in depth the validity and reliability of assessment tests as well as the intimate relationship between these two qualities.
Keywords: validity, reliability, assessment<\/p>\n

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L\u2019INFLUENCE DE LA LANGUE VIETNAMIENNE DANS\u00a0<\/strong>L\u2019APPRENTISSAGE DU FRAN\u00c7AIS LANGUE \u00c9TRANG\u00c8RE (FLE)<\/strong><\/h3>\n

Nguyen Thi Thien Phuong<\/strong><\/p>\n

R\u00e9sum\u00e9<\/u><\/h4>\n

L\u2019interaction entre la langue maternelle et l\u2019acquisition d\u2019une nouvelle langue est complexe. L\u2019apprentissage des langues ne se limite pas au monolinguisme, mais implique des interactions interlinguistiques et culturelles. L\u2019article explore comment le vietnamien peut faciliter l\u2019apprentissage du fran\u00e7ais, gr\u00e2ce \u00e0 des similitudes syntaxiques et des emprunts lexicaux. Utilis\u00e9e judicieusement, la langue maternelle peut aider les d\u00e9butants \u00e0 surmonter les obstacles linguistiques, favorisant une expression orale fluide. Par ailleurs, les d\u00e9fis phon\u00e9tiques et grammaticaux sp\u00e9cifiques aux locuteurs vietnamiens apprenant le fran\u00e7ais sont abord\u00e9s. Une approche cognitive guid\u00e9e par des enseignants comp\u00e9tents favorise la r\u00e9flexion, la comparaison et la synth\u00e8se, renfor\u00e7ant la ma\u00eetrise linguistique. L\u2019int\u00e9gration avis\u00e9e de la langue maternelle, la reconnaissance des similarit\u00e9s et diff\u00e9rences entre les langues et une approche cognitive raffin\u00e9e enrichissent l\u2019apprentissage des langues \u00e9trang\u00e8res, favorisant une compr\u00e9hension et une ma\u00eetrise profondes.<\/p>\n

Mots cl\u00e9s<\/strong> : Apprentissage \u2013 FLE – Langue maternelle – Approche cognitive<\/em><\/p>\n

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HOW TO DIFFERENTIATE BETWEEN THE PRESENT PERFECT AND SIMPLE PAST TENSES<\/strong><\/h3>\n

Truong Thi Anh Dao, M.A.<\/strong><\/p>\n

When learning English, Vietnamese speakers often make grammatical errors related to tenses, especially when it comes to choosing between the simple past and present perfect tenses. For example, when translating a Vietnamese sentence that contains “\u0111\u00e3” or “r\u1ed3i” into English, learners often translate it using the simple past tense of the verb. This is correct when the action in the sentence is situated within a defined past time frame. However, when there is no specific time frame, these indicators can convey various meanings depending on the grammatical structure and context of the sentence.<\/p>\n

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SMARTPHONE USE IN ENGLISH LANGUAGE CLASSROOMS<\/h3>\n

Thai Hong Phuc, M.A.<\/strong><\/p>\n

INTRODUCTION<\/h4>\n

A smartphone is a mobile phone that can be used as a small computer and that connects to the internet (Cambridge Dictionary). Its popularity has positively changed the ways people communicate and gain information. In addition to helping in communication, a smartphone is also an efficient mobile learning device which provides people with chances to learn anywhere and anytime.<\/p>\n

Full Text<\/strong><\/a><\/p>\n\n\n\n\n\n\n\n\n","protected":false},"excerpt":{"rendered":"

DEVELOPING TEACHING MATERIALS FOR ESP PROGRAMS: AN EXAMPLE AT SCHOOL OF FOREIGN LANGUAGES – UEH Vo Dinh Phuoc, M.A. Introduction The School of Foreign Languages at the University of Economics Ho Chi Minh City (SFL-UEH) is developing a new English training program for non-English major students. The goal is to replace the current General Business English program with English for Specific Purposes (ESP) programs, which will be more tailored to the students’ needs in their studies and future careers. In addition to developing the new programs, the SFL lecturers have compiled ESP teaching materials for several training majors at UEH. […]<\/p>\n","protected":false},"author":1,"featured_media":23067,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"pgc_meta":"","_uag_custom_page_level_css":""},"categories":[109,108,107,235],"tags":[],"uagb_featured_image_src":{"full":["https:\/\/nnkt.ueh.edu.vn\/wp-content\/uploads\/2023\/07\/1Poster-Symposium.jpg",2245,1587,false],"thumbnail":["https:\/\/nnkt.ueh.edu.vn\/wp-content\/uploads\/2023\/07\/1Poster-Symposium-150x150.jpg",150,150,true],"medium":["https:\/\/nnkt.ueh.edu.vn\/wp-content\/uploads\/2023\/07\/1Poster-Symposium-300x212.jpg",300,212,true],"medium_large":["https:\/\/nnkt.ueh.edu.vn\/wp-content\/uploads\/2023\/07\/1Poster-Symposium-768x543.jpg",720,509,true],"large":["https:\/\/nnkt.ueh.edu.vn\/wp-content\/uploads\/2023\/07\/1Poster-Symposium-1024x724.jpg",720,509,true],"1536x1536":["https:\/\/nnkt.ueh.edu.vn\/wp-content\/uploads\/2023\/07\/1Poster-Symposium-1536x1086.jpg",1536,1086,true],"2048x2048":["https:\/\/nnkt.ueh.edu.vn\/wp-content\/uploads\/2023\/07\/1Poster-Symposium-2048x1448.jpg",2048,1448,true],"post-thumbnail":["https:\/\/nnkt.ueh.edu.vn\/wp-content\/uploads\/2023\/07\/1Poster-Symposium-720x380.jpg",720,380,true],"vantage-thumbnail-no-sidebar":["https:\/\/nnkt.ueh.edu.vn\/wp-content\/uploads\/2023\/07\/1Poster-Symposium-1080x380.jpg",1080,380,true],"vantage-slide":["https:\/\/nnkt.ueh.edu.vn\/wp-content\/uploads\/2023\/07\/1Poster-Symposium-960x480.jpg",960,480,true],"vantage-carousel":["https:\/\/nnkt.ueh.edu.vn\/wp-content\/uploads\/2023\/07\/1Poster-Symposium-272x182.jpg",272,182,true],"vantage-grid-loop":["https:\/\/nnkt.ueh.edu.vn\/wp-content\/uploads\/2023\/07\/1Poster-Symposium-436x272.jpg",436,272,true],"yarpp-thumbnail":["https:\/\/nnkt.ueh.edu.vn\/wp-content\/uploads\/2023\/07\/1Poster-Symposium-120x120.jpg",120,120,true],"sow-carousel-default":["https:\/\/nnkt.ueh.edu.vn\/wp-content\/uploads\/2023\/07\/1Poster-Symposium-272x182.jpg",272,182,true],"sow-blog-portfolio":["https:\/\/nnkt.ueh.edu.vn\/wp-content\/uploads\/2023\/07\/1Poster-Symposium.jpg",375,265,false],"sow-blog-grid":["https:\/\/nnkt.ueh.edu.vn\/wp-content\/uploads\/2023\/07\/1Poster-Symposium.jpg",679,480,false],"sow-blog-alternate":["https:\/\/nnkt.ueh.edu.vn\/wp-content\/uploads\/2023\/07\/1Poster-Symposium.jpg",891,630,false],"sow-post-carousel-overlay-theme":["https:\/\/nnkt.ueh.edu.vn\/wp-content\/uploads\/2023\/07\/1Poster-Symposium-360x476.jpg",360,476,true]},"uagb_author_info":{"display_name":"vdphuoc","author_link":"https:\/\/nnkt.ueh.edu.vn\/index.php\/author\/vdphuoc\/"},"uagb_comment_info":0,"uagb_excerpt":"DEVELOPING TEACHING MATERIALS FOR ESP PROGRAMS: AN EXAMPLE AT SCHOOL OF FOREIGN LANGUAGES – UEH Vo Dinh Phuoc, M.A. Introduction The School of Foreign Languages at the University of Economics Ho Chi Minh City (SFL-UEH) is developing a new English training program for non-English major students. The goal is to replace the current General Business…","_links":{"self":[{"href":"https:\/\/nnkt.ueh.edu.vn\/index.php\/wp-json\/wp\/v2\/posts\/23156"}],"collection":[{"href":"https:\/\/nnkt.ueh.edu.vn\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/nnkt.ueh.edu.vn\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/nnkt.ueh.edu.vn\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/nnkt.ueh.edu.vn\/index.php\/wp-json\/wp\/v2\/comments?post=23156"}],"version-history":[{"count":0,"href":"https:\/\/nnkt.ueh.edu.vn\/index.php\/wp-json\/wp\/v2\/posts\/23156\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/nnkt.ueh.edu.vn\/index.php\/wp-json\/wp\/v2\/media\/23067"}],"wp:attachment":[{"href":"https:\/\/nnkt.ueh.edu.vn\/index.php\/wp-json\/wp\/v2\/media?parent=23156"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/nnkt.ueh.edu.vn\/index.php\/wp-json\/wp\/v2\/categories?post=23156"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/nnkt.ueh.edu.vn\/index.php\/wp-json\/wp\/v2\/tags?post=23156"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}