ORCID Profile
0000-0003-0424-0469
Current Organisation
Hue University
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Publisher: Ho Chi Minh City Open University
Date: 20-06-2023
DOI: 10.46223/HCMCOUJS.SOCI.EN.13.1.2773.2023
Abstract: The term “Discourse Awareness” is a new concept in Vietnam. Discourse awareness, conceptualized as a classroom pedagogy, can improve students’ language capacity and has gained popularity over time. Our literature review suggested that there has been little research into this domain locally in Vietnam. This paper aims to discuss the ecology of the concept, examine its developments in Vietnamese tertiary education, and make some arguments for raising students’ discourse awareness in teaching and learning English. It introduces the literature review on discourse awareness in Vietnam, which presents an overview of the supportive role of discourse awareness development in English language teaching and learning. Findings outlined how discourse awareness-raising activities have extensively and successfully been exploited in language classrooms through teaching and learning practices, teacher education, literacy development, and maximizing the cultural competence of language learners. Since then, it is reasonable to hold a strong belief that discourse awareness can serve as an enabling tool to facilitate students’ communication.
Publisher: Hue University
Date: 14-08-2019
DOI: 10.26459/HUEUNI-JSSH.V128I6B.5355
Abstract: Discourse competence has been widely acknowledged as a crucial part of communicative competence (Canale & Swain, 1980 Usó-Juan & Martínez-Flor, 2006 Celce-Murcia, 2007). Given this fact, the communicative approach to EFL teaching inevitably involves developing learners’ discourse knowledge. Particularly, in teaching EFL writing skills, the integration of discourse knowledge and implementation of discourse-based activities plays an essential role as it allows learners to compose written products that are grammatically correct, logically organized, and culturally appropriate. This paper explores EFL teachers’ perceptions towards the application of discourse-based activities in teaching writing to English majors at University of Foreign languages, Hue University. Results obtained from the study unveils that the use of discourse-based activities is deemed to have valuable potentials for the overall development of learners’ writing skills, especially in terms of the organizational and communicative aspects.
Publisher: Hue University
Date: 20-02-2019
Publisher: Hue University
Date: 30-03-2018
DOI: 10.26459/HUEUNI-JSSH.V127I6B.4472
Abstract: For years, EFL reading teachers and researchers have searched for effective methods to equip learners with efficient reading strategies, one of which concerns awareness-raising and exploration of discourse structures. That means making students meta-cognitively aware of strategies and techniques that promote reading comprehension in terms of the macro-level characteristics of the text. Research has pointed out indispensable roles of text structure knowledge in promoting an efficient strategy that enhances reading comprehension. This paper reports the results of a project on the proposed topic. Following the theoretical framework offered by researchers in the world, a pilot college reading course is carried out with deliberate instruction of discourse structures and discourse awareness-raising activities towards different text patterns, transitional words, frame markers, signaling languages… during one semester. The results demonstrated that metacognitive awareness of discourse structure and explicit teaching of textual features facilitate students’ reading comprehension. The implication has also been worked out to reinforce the possible application of discourse knowledge instruction in the tertiary language classrooms at a more metacognitive level.
Publisher: Hue University
Date: 17-02-2020
Publisher: Ho Chi Minh City Open University
Date: 16-12-2022
DOI: 10.46223/HCMCOUJS.SOCI.EN.12.2.2583.2022
Abstract: Teacher questioning is common interaction in classrooms, which seems to be an effective tool to stimulate and enhance teaching and learning. This paper aims to investigate English teachers’ questioning strategies in connection with student learning behavior from a discourse perspective at the University of Foreign Languages, Hue University, Vietnam, within a case study of a Reading class at the English Department. One teacher and 30 students voluntarily participated in the study. Data were collected via audio recordings and classroom observation of 06 teaching hours for Reading classes. Critical Discourse Analysis Theory and Constructivist Learning theories were applied as the analysis and explanation frameworks. Results revealed that teachers employed various discourse strategies for questioning to enhance students learning behavior such as eliciting responses, checking comprehension, and soliciting agreement question functions which helped arouse students’ interest in the upcoming reading texts, prepare them for vocabulary learning and background knowledge forming, and guide them through the process of reading comprehension skill practice. The paper also addressed implications and suggestions to help teachers exploit teachers’ questioning more effectively in language teaching.
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