Khoa Ngoại Ngữ

This course introduces learners to some contemporary approaches to the study of the interface between language and culture. Bringing together insights from different disciplines, including linguistic anthropology, cultural studies, sociolinguistics, and translation studies; the course highlights the conceptualization of language as cultural and political practices. Throughout the course, learners engage with works that in many ways challenge the view of language as a unified and self-contained structure divorced from social, cultural, and political contexts. Specifically, in the first part of the course, learners will engage in discussions about how language constitutes our perceptions of the world, shapes communication, defines cultural practices, and delimits what we know. In the second part, the focus will be on how language participates in the establishment of power relations among cultures. Readings include both primary and secondary sources.

This course provides fundamental knowledge and skills in the field of English language teaching and learning. Participants will explore different topics including different contexts of English learning, understanding learners, theories of second language learning, and different teaching methods. 

This course provides students with knowledge of speech sounds at the segmental and suprasegmental levels. At the segmental level, students will be introduced to how vowels and consonants are made and how those segments combine to produce syllables, words, and sentences. At the suprasegmental level, students will be introduced to such factors as stress, rhythm, and intonation, which make pronunciation vary when the segments are articulated. Also, through the introduction of the function of intonation, students can find its practical applicability in carrying out everyday conversation.

This project is to enable students to do desk research (secondary research) and finally write a report of about 6,000 words on a chosen topic. It trains students how to conduct secondary research from planning, organizing tasks, sorting out and analyzing the information collected. To fulfill the project, students are not only able to identify, describe, explain or restate the information they obtain from many different sources such as books, periodicals, newspapers, library database and some websites but also to process those kinds of information in order to reach a conclusion or response(s) to a research question and basically use MS-Word to write the report. More importantly, they have an opportunity to learn to work in teams.

This course is to give students an opportunity to do a research into their major, which helps improve their research skills on collecting and presenting data, as well as enhance students’ critical thinking on analyzing and recommending solutions to a problem in question.

Students are supposed to select their interested research topic from a suggested topic list, work in groups of four or five members under supervision of an advisory lecturer, taking initiative in planning, allocating workload, arranging schedule, handling and reporting collected data, as well as analyzing, and thinking out solutions to, the selected question so as to write a report of about 7,000 – 8,000 words. Students are also instructed to become acquainted with qualitative or/and quantitative methods at a simple level.

This course highly emphasizes on students’ autonomy and independence in thinking and performing own work. Advisory lecturers merely play the role of a facilitator and will not impose his/her opinion on students’ thoughts or solutions.

This project is to enable students to do desk research (secondary research) and finally write a report of about 6,000 words on a chosen topic. It trains students how to conduct secondary research from  planning, organizing tasks, sorting out and analyzing the information collected. To fulfill the project, students are not only able to identify, describe, explain or restate the information they obtain from many different sources such as books, periodicals, newspapers, library database and some websites but also to process those kinds of information in order to reach a conclusion or response(s) to a research question and basically use MS-Word to write the report. More importantly, they have an opportunity to learn to work in teams.

This project is to enable students to do desk research (secondary research) and finally write a report of about 6,000 words on a chosen topic. It trains students how to conduct secondary research from planning, organizing tasks, sorting out and analyzing the information collected. To fulfill the project, students are not only able to identify, describe, explain or restate the information they obtain from many different sources such as books, periodicals, newspapers, library database and some websites but also to process those kinds of information in order to reach a conclusion or response(s) to a research question and basically use MS-Word to write the report. More importantly, they have an opportunity to learn to work in teams.

PROJECT 1 is to enable students to do desk research (secondary research) and finally write a report of about 6,000 words on a chosen topic. It trains students how to conduct secondary research from planning, organizing tasks, sorting out and analyzing the information collected. To fulfill the project, students are not only able to identify, describe, explain or restate the information they obtain from many different sources such as books, periodicals, newspapers, library database and some websites but also to process those kinds of information in order to reach a conclusion or response(s) to a research question and basically use MS-Word to write the report. More importantly, they have an opportunity to learn to work in teams.

PROJECT 2 to give students an opportunity to do a research into their major, which helps improve their research skills on collecting and presenting data, as well as enhance students’ critical thinking on analyzing and recommending solutions to a problem in question.

This is a skills development course designed to enhance the student’s reading and writing abilities. Its focus is on the application of reading techniques for organization, analysis, and retention of in- formation/materials and writing academic texts suited to the target audience, intended purpose, appropriate situations and length. Assignments are integrated, both reading and writing, with specific stress on reason and response to the assigned materials.

This course provides students with a practical and efficient integrated approach to acquiring critical reading and learning skills. For students involved in the academic world, the ability to read extensively and critically is very important as it enhances students’ knowledge and shapes their critical thinking. Apparently, this has a powerful effect on their ability to write, which is one of the most essential skills that university students need to develop. Moreover, the course also equips students with practical skills and techniques in conducting secondary research and writing academic papers.

This course aims to help students strengthen the skills required to read and write in academic contexts. In terms of reading, besides enhancing students’ skimming and scanning skills, the course focuses on develop students’ abilities to critically analyze arguments in written text and incorporate insights gained from the text into their own writing. In terms of writing, this course introduces students to different essay genres and helps them approach writing as a critical thinking and recursive process. Students will be instructed in writing different academic essay genres with a focus on analyzing and developing arguments.

As an integrated course, this is designed to prepare students for university level critical reading and academic writing. They will learn to produce logical paragraphs and essays; use comprehension strategies, and begin to analysise, and synthesise text.

This is a skills development course designed to enhance the student’s reading and writing abilities. Its focus is on the application of reading techniques for organization, analysis, and retention of information/materials and writing academic texts suited to the target audience, intended purpose, appropriate situations and length. Assignments are integrated, both reading and writing, with specific stress on reason and response to the assigned materials.

As an integrated course, this is designed to prepare students for university level critical reading and academic writing. They will learn to produce logical paragraphs and essays; use comprehension strategies, and begin to analysise, and synthesise text.

The two macro skills are addressed equally in the course with the essays serving as the main vehicles for the integration of reading and writing.