CHUYÊN SAN KHOA HỌC XÃ HỘI – NHÂN VĂN – KINH TẾ

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Tập 183, số 07, 2018

Tập 183, Số 07, 2018

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CHUYÊN SAN KHOA HỌC XÃ HỘI – NHÂN VĂN – KINH TẾ

Môc lôc Trang

Hoàng Thị Phương Nga - Mô hình du lịch văn học “Làng Vũ Đại ngày ấy” 3

Phạm Thị Thu Hoài, Trần Thị Thanh - Tiếng lóng trong truyện về đề tài giáo dục của Văn Thành Lê 9 Ngô Thị Thanh Nga, Phạm Thị Hồng Vân - Vài nét về các phương thức thể hiện tình vợ chồng trong văn

học trung đại Việt Nam 15

Nguyễn Thị Thắm,Nguyễn Minh Sơn - Ý thức đối thoại của Nguyễn Ngọc Tư với văn học truyền thống thông

qua những nhân vật nữ trong tập truyện Không ai qua sông 21

Đặng Thị Thùy, Nguyễn Diệu Thương - Lô gích của các hiện tượng “phi lô gích” trong ca dao, tục ngữ

người Việt 27

Đinh Thị Giang - Những nhân tố ảnh hưởng đến lối sống của người Việt ở đồng bằng Bắc Bộ hiện nay 33 Nguyễn Diệu Thương, Nguyễn Thị Lan Hương - Phương thức tạo hàm ý trong tiểu phẩm trào phúng 39 Nguyễn Thu Quỳnh, Vì Thị Hiền - Từ ngữ chỉ đồ gia dụng trong tiếng Thái ở tỉnh Điện Biên 45 Nguyễn Thị Thu Oanh, Hoàng Thị Mỹ Hạnh - Vị thế, vai trò cầm quyền của Đảng Cộng Sản Việt Nam giai

đoạn 1945 - 1975 và một số bài học kinh nghiệm 51

Đỗ Hằng Nga, Phạm Quốc Tuấn - Việc thu thuế trong làng xã qua tư liệu hương ước cải lương tỉnh Thái Nguyên 57 Lê Văn Hiếu - Hiệu quả hoạt động của mô hình “ban tuyên vận” xã, phường, thị trấn và “tổ tuyên vận” thôn, bản, tổ

dân phố ở tỉnh Lào Cai trong giai đoạn hiện nay 63

Thái Hữu Linh, Nguyễn Thị Thu Hiền, Nguyễn Thị Thanh Hà - Vai trò của hậu phương Bắc Thái trong cuộc

tổng tiến công Mậu Thân năm 1968 69

Phạm Anh Nguyên - Sức hấp dẫn trong Hài đàm của Phan Khôi 73

Nguyễn Thị Hường, Nguyễn Thị Mão, Nguyễn Tuấn Anh - Nâng cao hiệu quả tổ chức các hoạt động ngoại khoá trong dạy học môn giáo dục công dân ở các trường trung học phổ thông trên địa bàn thành phố Thái

Nguyên hiện nay 79

Nguyễn Văn Dũng, Đào Ngọc Anh - Thực trạng thể chất của sinh viên không chuyên thể dục thể thao Trường

Đại hoc Sư phạm – Đại học Thái Nguyên 85

Trần Bảo Ngọc, Lê Ngọc Uyển, Bùi Thanh Thủy và cs - Thực trạng xếp loại tốt nghiệp sinh viên diện cử

tuyển ở trường Đại học Y Dược – Đại học Thái Nguyên giai đoạn 2013-2017 91

Nguyễn Thúc Cảnh - Nghiên cứu xây dựng hệ thống bài tập có nội dung thực tế trong giảng dạy cơ học cho

học sinh trung học phổ thông 97

Hà Thị Kim Linh, Chu Thị Bích Huệ - Giáo dục kiến thức pháp luật cho phụ nữ vùng dân tộc thiểu số ở huyện

Võ Nhai, tỉnh Thái Nguyên 105

Nguyễn Thị Thanh Hồng, Nguyễn Thị Khánh Ly, Vũ Kiều Hạnh - Tăng cường sự tham gia của sinh viên vào các hoạt động học tiếng Anh trong lớp học đông nhiều trình độ của sinh viên năm thứ nhất trường Đại học

Y Dược – Đại học Thái Nguyên 111

Phạm Thị Huyền, Vũ Thị Thủy - Vận dụng phong cách nêu gương theo tư tưởng Hồ Chí Minh trong xây dựng

phong cách làm việc đối với cán bộ chủ chốt ở nước ta hiện nay 117

Đàm Quang Hưng - Thiết kế bài học khoa học lớp 4, lớp 5 theo hướng tìm tòi thực nghiệm 123 Hoàng Thị Thu Hoài - Những khó khăn trong việc dạy và học từ vựng tiếng Anh chuyên cho sinh viên chuyên

ngành điều dưỡng, trường Cao đẳng Y tế Thái Nguyên và một số giải pháp đề xuất 129

Journal of Science and Technology

183 (07)

N¨m

2018

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Nguyễn Lan Hương, Văn Thị Quỳnh Hoa - Những nhân tố ảnh hưởng đến khả năng nói tiếng Anh của sinh

viên năm thứ nhất trường Đại học Nông Lâm – Đại học Thái Nguyên 135 Vũ Kiều Hạnh - Những yếu tố quyết định đến mức độ đọc hiểu của sinh viên năm thứ hai tại trường Đại học

Nông Lâm – Đại học Thái Nguyên 141

Nguyễn Thị Quế, Hoàng Thị Nhung - Hỏi đúng để tự học và học tập cộng tác thành công – hướng tới xây

dựng người học ngoại ngữ độc lập trong bối cảnh hội nhập khu vực và quốc tế 147 Ngô Thị Thu Hà, Nguyễn Thị Hoài Thu - Ứng dụng các phương pháp giảng dạy tích cực nhằm nâng cao chất

lượng dạy – học tiếng Việt cho học viên quốc tế tại Học viện Kỹ thuật Quân sự 153 Dương Văn Tân - Đánh giá hiệu quả áp dụng trò chơi vận động trong phát triển thể lực chung cho sinh viên

trường Đại học Kỹ thuật Công nghiệp – Đại học Thái Nguyên 159

Bùi Thị Hương Giang - Nâng cao năng lực giao tiếp giao văn hóa trong dạy và học ngoại ngữ 165 Trần Hoàng Tinh, Nông La Duy, Phạm Văn Tuân - Xây dựng trung đội tự quản trong quản lý giáo dục tính

kỷ luật cho sinh viên tại trung tâm giáo dục quốc phòng và an ninh trong giai đoạn hiện nay 171 Trần Thị Yến, Khổng Thị Thanh Huyền - Sử dụng hình thức đọc chuyên sâu để nâng cao khả năng viết học

thuật cho sinh viên chuyên ngành tiếng Anh 177

Đỗ Thị Hồng Hạnh, Hoàng Mai Phương - Đào tạo nghề cho lao động nông thôn trên địa bàn huyện Chợ Mới,

tỉnh Bắc Kạn 183

Trần Thùy Linh, Trần Lương Đức, Nguyễn Thị Thùy Trang - Cách tiếp cận của pháp luật cạnh tranh liên

minh châu Âu về hành vi lạm dụng mang tính trục lợi 189

Nguyễn Thị Thanh Hà, Phạm Việt Hương - Xây dựng bộ tiêu chí và chỉ số kinh tế phù hợp để đánh giá quản

lý rừng bền vững ở huyện Định Hóa 195

Đinh Thị Hoài - Truyền thông marketing sản phẩm và dịch vụ thông tin - thư viện tại Trung tâm Học liệu Đại

học Thái Nguyên 201

Nguyễn Thị Thanh Xuân - Nghiên cứu nhân tố ảnh hưởng đến sự hài lòng của khách hàng sử dụng dịch vụ

khách sạn tại Thanh Hóa, Việt Nam 207

Dương Thị Tình - Đóng góp của xuất khẩu hàng hóa tới tăng trưởng kinh tế của tỉnh Yên Bái 213 Lê Minh Hải, Trần Viết Khanh - Phân tích tổ chức không gian lãnh thổ du lịch tỉnh Thái Nguyên 219 Hà Văn Vương - Vận dụng lý thuyết Ecgônômi trong tổ chức môi trường làm việc tại văn phòng chi nhánh may

Sông Công II - Công ty Cổ phần Đầu tư và Thương mại TNG 227

Mai Anh Linh, Nguyễn Thị Minh Anh - Đánh giá chất lượng dịch vụ và sự hài lòng của khách hàng: nghiên

cứu thực nghiệm tại siêu thị Lan Chi, Thái Nguyên 233

Đinh Hồng Linh, Nguyễn Thu Nga, Nguyễn Thu Hằng - Sử dụng hàm Loga siêu việt để đánh giá hiệu quả

kinh doanh của các ngân hàng Việt Nam 239

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Nguyễn Thị Quế và Đtg Tạp chí KHOA HỌC & CÔNG NGHỆ 183(07): 147 - 152

147 ASKING THE RIGHT QUESTION FOR SUCCESSFUL SELF-STUDYING AND

COOPERATIVE LEARNING - TOWARDS INDEPENDENT LANGUAGE LEARNERS IN THE CONTEXT OF ASEAN COMMUNITY AND GLOBAL INTEGRATION

Nguyen Thi Que^*, Hoang Thi Nhung TNU - University of Sciences

SUMMARY

How can EFL learners identify problems and find the right solutions? It all begins with asking the right questions. Since a good question well-asked is a question well-answered, it plays a significant role in helping learners define their language problems and determine ways to solve them. This paper introduces an approach to self-study strategies using problem-based learning projects (PBLPs) which has been piloted under National Foreign Language Project 2020 at Thai Nguyen University of Vietnam. A number of issues related to starting a good PBL project question will be discussed including definition, significance, criteria and steps to design a good PBLPs action learning question and is followed by a proposed model for asking the right question for self- studying projects. The purpose is to create capable and motivated life-long learners, so the article is for students and teachers at any level who want to learn how PBLPs can really help enhance their learners' English language competence, one of the important factors contributing to Vietnam’s success in the demanding context of ASEAN community and global integration.

Key words: Asking action learning questions, problem-based learning projects, self-studying and cooperative learning, Vietnam's National Foreign Language Project 2020.

INTRODUCTION^*

The launch of the ASEAN Community 2015 is expected to bring about many opportunities for its member countries such as the free flow of commercial trade, tourism, educational exchange and regional cooperation of all fields following the liberalization. As stated in Charter Article 34 that "the working language of ASEAN shall be English"[1], the member states are required to step forward the use of the language to its people to make it easier for us to communicate as part of a community. These opportunities also put Vietnam under new challenges since English in Vietnam is considered a foreign language to be taught at schools of all levels, not a means of communication in daily conversations. Moreover, it is an unpleasant fact for us that "Vietnam is among the group of countries which have low proficiency in English" as reported in the 2014 EF English Proficiency Index [2].

However, it is a positive signal that Vietnam has made significant headway in English language education, and the government

*Tel:0963888288., Email:quenguyentnu@gmail.com

intends to further that progress by passing the national policy on foreign languages through Decision 1400 which declared that by 2020,

“foreign languages, particularly English, will be a comparative advantage of development for Vietnamese people in the cause of industrialization and modernization,” [3, p.7].

In 2010, The National Foreign Language 2020 Project (NFLP2020) was launched by the Ministry of Education and Training with the goal of thoroughly renovating the tasks of teaching and learning foreign languages within the national educational system [4]. Under this project, Thai Nguyen University (TNU) where the author is working has been officially chosen as one of five regional foreign language centers to carry out NFLP2020 with a specific focus of action research.

Due to the time constraints of learning English in classrooms which ranges from only 8 to 12 credits or 120 to 180 hours during any entire tertiary training programs at Thai Nguyen member universities, students here have not mastered the language to the required level of expectation. More specifically, a recent report of English proficiency results of eight TNU members has

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shown that in total two fifth of students failed to achieve level A2 in English (equivalent to level 2/6 in the Common European Framework of Reference) [5, p.5] which is one of the basic requirement for graduation for students as stated in the project on standardizing language skills for TNU academic staffs and students of the 2013-2015 and the 2016-2020 periods signed by Thai Nguyen University Director in 2014 [6, p.12].

Understanding the above challenges, as an English educator at TNU, the author has tried hard to rethink and renovate the English teaching methodology to her students. Of all the materials she and her colleagues have designed, a self-adopted term for action research project to avoid her students' confusions when translating the word

“research” into their native language which frequently refers to a scientific, theoretical model of inquiry, Problem-based Learning Project (PBLP) was developed as a guiding principle for structured study strategies for lifelong learning at her university. In this reference, the author will discuss one of the important initial steps to decide the success of a self-studying learning project that is asking the right question to determine problems in learning English, the basic for the following phases of actualizing a successful self- studying or cooperative learning project.

PROBLEM BASED LEARNING PROJECTS What is problem-based learning?

Problem based learning, also known as action learning, is defined as putting ourselves in the driving seat of our learning [7] or “a dynamic approach to teaching in which students explore real-world problems and challenges, simultaneously developing language learning and study skills while working individually or in small collaborative groups” [8, p.3].

Simply speaking, problem based learning is the enhancement of language knowledge and skills through the process of solving specific problems in language learning. It is obvious that PBL projects require students to take responsibility for their learning by making choices about their priorities and fulfill action

learning plans to achieve their goals in learning. These projects are meant to be structured experiments in practical study strategies and collaborative learning. This is an unfamiliar approach to many Vietnamese English language teaching (ELT) instructors since the classrooms here are often teacher- centered where students rely heavily on teachers imparting the knowledge to them.

How do PBLP work?

PBL projects foster habits well-suited for lifelong learning by requiring participants through the process of selecting a specific issue related to language skill development, writing it in form of an action learning question, planning detailed action steps to follow through, implementing the planned steps to address the problem or concern, analyzing the results and finally reflecting on the outcome [9].

Figure 1. Process of an Action learning/ PBLP [10]

Following are the major steps extracted and summarized from a PBLP workbook [8]

designed by the author and her colleagues to help English learners implement a successful project during English training programs under NFLP2020 at TNU.

The first step in doing an action learning project namely identifying your problem requires you to analyze your language learning needs and difficulties. This is an essential step in the process in which you identify real-life difficulties that limit your success in using the English language. If you find someone who shares the same problems with you, you can make a team to agree upon a project focus that will help you build your language skills in specific areas and work extensively both face-to-face an online to

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149 solve it with your peers.This step also

involves writing your project focused problem in the form of a question which should be specific and action oriented. Your work as a team is in fact a determined effort to find an answer to the question you create.

This question should simultaneously describe the problem you face as a team or yourself alone as well as the strategies you will use to find solutions [8].

The second step is to make a plan about what you can DO to actively answer your question.

Your plan should include actions steps and possible resources that will help you and your team carry out your project over a four to six week time period.

The third step involves carrying out the action steps as outlined in your plan. The majority of your time will be set aside for you or your team to work together on the project.

This part also include time for you and your team to discuss the effectiveness of what you are doing to answer your question. If your teacher is available to help, he or she will serve as a consultant and coach during this time to ensure that your work is focused and effective. During your team discussions, you will analyze what is helpful about what you have been doing and what has been less helpful than expected. As a result, you may decide to make some changes to your original plan if you decide that doing something different would help you reach your project goal more quickly.

The fourth step is observing and analyzing your result after your trial projects to see whether you and your groups have improve your problems. Your goal, again, is to find answers to your original question by means of your effort and experience. Therefore, it is an opportunity for you and your team to summarize what you have learned from these projects.

The final step is reflecting on the outcome which is essential to an action learning activity. Since "reflection is the most important part of the learning process" [11], it provides opportunities for learners or the

groups to look back on the problem, ponder over it, learn from what they have done and then use the new knowledge to help solve their future similar situations. Furthermore, a sharing in classrooms or school newspapers will also provide invaluable advice and resources to peers who face problems similar to your own.

DESIGNING AN ACTION LEARNING QUESTION

What is a PBLP action learning question?

As stated in the previous part, designing an action learning question is essential in doing a self-studying and cooperative learning project. It is because questions serve many purposes for communication. On the one hand, they focus our attention by the simple fact that we are expected to find an answer.

On the other hand, they create a basic level of curiosity that can motivate us forward.

A PBLP question should combine:

(1) a DESCRIPTION of your PROBLEM with

(2) the ACTION you believe will provide a SOLUTION.

Figure 2. Criteria an action learning question should meet revised Marie Boyd What makes a good PBLP question?

The first criteria a good action learning question should meet is open-ended. The difference between an open-ended and directed question is that directed question is based on facts to support development of deeper understanding and has one correct response while open-ended is more appropriate for a self-studying project as it is based on concepts or ideas which require

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students to research, investigate or reflect before responding. As a result, an open-ended has at least one correct answer. Specific examples of the two kinds of questions can be seen in the following: "what is the weather like in Thai Nguyen city of Vietnam today?"

(directed question with easy-to-answer response) and "How do different types of weather affect students in learning English?"

(open-ended question which requires you to do a research to answer).

Most often learners come up with project questions which are too general. General questions are nearly impossible to answer completely. One reason for this is the lack of understanding, in the learners’ part, on the purpose of question. They do not understand that the question has to be something specific and most importantly something that they can act upon. Therefore, both Problems and Activities such as action tools, resources or strategies used must not be too general.

One basic way to explain an effective question is to say that it must be measurable.

First, a measurable question is first something that can be completed by specific action steps.

Second, a measurable question is something that produces specific results that are easy to identify and evaluate.

An action learning question should also be achievable, which is neither out of reach or below your performance. Like if you are at level B2 in CEFR, the question of "how can we write a simple sentence in English correctly" would be too easy for you.

Furthermore, a good question is the one which is related to your problems you want to solve while the action tools or resources used must be relevant to the skills you want to improve. For instance, the use of recording our conversations does not help us much in improving our writing skill, therefore, you should avoid using irrelevant tools to address certain skills.

Finally, it is worth considering the time bound you spend on doing a self-studying

project. More specifically, it answers the question of HOW LONG or HOW OFTEN you will do the project. For example, if you intend to improve your pronunciation of final

"s" sounds, which is a typical lack of Vietnamese learners, and you use group's conversations for two hours every day, it will not be feasible because the time of speaking to practice a minor mistake like this is too long and not necessary.

To wrap up, a well-asked question by nature should be Open-ended and S.M.A.R.T which stands for Specific, Measurable, Achievable, Relevant, and Time-bounded.

How can we design a good PBLP action learning question?

Step 1: State the basic problem

When formulating an action learning question, it is best that we have some idea of what topic interests us or what language skills or aspect we are weak at. However, if it is difficult to identify a specific problem, then we can also start from something we already know and care about. For example, you and your group may have problems with writing.

What arises in your head is “I want to improve my writing skills.”

Step 2: Choose ONE specific language skill It is suggested that we use MIND MAPPING as a starting point to specify your project focus. Do a mind map of what are the components of the general language skills you are interested in step 1. If your problem is listening, by doing the mind map, we can choose at least one area of many components in listening that we really need to explore and is feasible to improve in a short 6-8 week project like "How can we improve our ability to listen for main ideas?"

Step 3: Choose specific actions to use

In addition to identify specific language skills, we also need to identify specific actions that can be used to practice those skills. PBL Projects are exploratory in nature and the act of looking for suitable tools, resources and strategies to use in itself is part

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151 of what PBLP is all about. In the action

learning model, language skills are referred to as “dependent variables” and actions (tools, resources and strategies) are referred to as

“independent variables”. It means to say that whatever tools or methods we use should have a direct impact on the language problems we want to improve.

Step 4: Make it SMART

The final step in writing an action learning question is to consider the criteria of a good question we have mentioned in previous part.

Remember that your question should be open- ended in nature and S.M.A.R.T.

What does a sample PBLP question in speaking look like?

STEP 1: State the Basic Problem (a) Topic (general):

I have problem with ________________.

so how can I improve my _____________?

STEP 2: Choose ONE specific language skill (b) Language Skill (specific):

How can we improve our ability to ____________.___________.____________?

STEP 3: Choose specific actions to use (c) Actions (tools, resources and strategies):

How will the use of __________. ___________.

help us/ improve our ability to(insert language skill focus from step 2)

_____________. ____________. ___________?

STEP 4: Give it structure (d) Make it SMART:

To what extent does the use of (insert specific actions from step 3)

_________________. __________________.

help us/ improve our ability to (insert language skill focus from step 2)

___________. ____________. _____________?

Write your complete question in the box below.

Figure 3. Proposed model of asking the question for self-studying and cooperative learning

Sample questions for Problem Based Learning Projects

To what extend does the use of songs for 20 minutes every day improve our ability to listen for key words?

To what extend does the practice of taking with foreigners on social media three times a week help us improve our pronunciation of

“s” ending sounds?

How does peer-feedback for 15 minutes every day improve our ability to correct mistakes in writing essays?

To what extend does the use of brainstorming activities for 5 minutes every day help us develop ideas about an academic topics for longer sentences and paragraphs?

How does the use of online reading articles for 30 minutes every day improve our ability to answer main idea question in reading tests?

How will the use of recording our conversations everyday help us improve our pronunciation of word stress?

CONCLUSION

In the new trend of globalization and particularly in the context of ASEAN integration, it is essential for each member of the community to be fluent in one common language, i.e. English, to be able to communicate with each other easily. Due to the restricted time of learning the language inVietnamese school setting, students need to equip themselves with self-studying strategies beside classroom learning. Problem based learning projects can be recommended for such a strategy which can be applied outside English classrooms for students to work on their own problems or with a group of friends who share the same difficulties. It is best if this kind of projects can receive the support and help from their teachers and the results of the project will be shared in public so that other people can learn from that experience.

Therefore, it is suggested that teachers should introduce this new method of learning English to her students so that they can make use of this project to solve problems towards building a community of practice with independent language learners.

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(2013), Problem-based learning project workbook, TNU.

9. Nguyen Thi Que et al. (2015), Proposed Seven- step Action Plans in Implementing Problem-based Learning Projects for English Teachers in NFLP2020 Training Prograns at Thai Nguyen University, Tap chi KH&CN (121/07 pages 61-64).

10. http://actionresearch.pbworks.com/w/page/

1353001/FrontPage (retrieved 20/02/2014).

11. Tanner Christensen (2014), Reflection is the most important part of the learning process, at http://99u.com/workbook/25481/reflection -is- the-most-important-part-of-the-learning-process (retrieved 1/03/2016).

TÓM TẮT

HỎI ĐÚNG ĐỂ TỰ HỌC VÀ HỌC TẬP CỘNG TÁC THÀNH CÔNG – HƯỚNG TỚI XÂY DỰNG NGƯỜI HỌC NGOẠI NGỮ ĐỘC LẬP TRONG BỐI CẢNH HỘI NHẬP KHU VỰC VÀ QUỐC TẾ

Nguyễn Thị Quế^*, Hoàng Thị Nhung Trường Đại học Khoa học – ĐH Thái Nguyên Làm thế nào để người học ngoại ngữ nhận ra điểm yếu của mình và tìm ra giải pháp phù hợp? Tất cả đều bắt đầu bằng việc đặt ra câu hỏi đúng. Vì câu hỏi có đúng thì mới có câu trả lời thỏa đáng, do đó, việc đặt câu hỏi đúng đóng vai trò quan trọng trong việc giúp người học xác định chính xác các vấn đề khó khăn khi học ngôn ngữ và cách giải quyết chúng một cách tối ưu. Bài viết này giới thiệu một đường hướng mới trong chiến lược tự học ngoại ngữ của học viên, sử dụng các dự án học tập dựa trên vấn đề đã được thử nghiệm giảng dạy cho giáo viên phổ thông các cấp tham gia chương trình bồi dưỡng năng lực tiếng Anh tại Đại học Thái Nguyên trong khuôn khổ Đề án Ngoại ngữ Quốc gia 2020. Cụ thể, một số vấn đề liên quan đến việc đặt một câu hỏi phù hợp khi bắt đầu bất cứ kế hoạch học tập nào sẽ được tác giả đưa ra thảo luận, bao gồm: định nghĩa, tầm quan trọng, tiêu chuẩn và các bước để thiết kế một câu hỏi học tập theo hướng hành động phù hợp và cuối cùng, tác giả đưa ra một mô hình gợi ý cách đặt câu hỏi đúng cho các dự án tự học hoặc học tập cộng tác theo nhóm. Với mục đích giúp người học có khả năng và động lực học tập suốt đời, bài viết này phù hợp với sinh viên và giáo viên ở bất kỳ cấp độ nào muốn tìm hiểu cách mà các dự án học tập dựa trên vấn đề có thể giúp nâng cao năng lực tiếng Anh cho người học – một trong những yếu tố quan trọng góp phần vào thành công của Việt Nam trong bối cảnh gia nhập cộng đồng kinh tế ASEAN và hội nhập toàn cầu.

Từ khoá: Đặt câu hỏi đúng, đề án học tập dựa trên vấn đề, học tập cộng tác, tự học, Đề án Ngoại ngữ Quốc gia 2020, Đại học Thái Nguyên, Hội nhập cộng đồng ASEAN và thế giới.

Ngày nhận bài: 02/5/2018; Ngày phản biện: 11/5/2018; Ngày duyệt đăng: 29/6/2018

*Tel:0963888288, Email:quenguyentnu@gmail.com

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SOCIAL SCIENCE – HUMANITIES – ECONOMICS

Content Page

Hoang Thi Phuong Nga - Literature tourism model “the old Vu Dai village” 3

Pham Thi Thu Hoai, Tran Thi Thanh - Slang in Van Thanh Le's stories about education problems 9 Ngo Thi Thanh Nga, Pham Thi Hong Van - A brief description of the modes of expressing conjugal

sentiments in the Vietnam medieval literature 15

Nguyen Thi Tham, Nguyen Minh Son - The opposite view of Nguyen Ngoc Tu to Vietnamese traditional

literature via the main female characters in Khong ai qua song 21

Dang Thi Thuy, Nguyen Dieu Thuong - The logic of “non logic” phenomenon in Vietnamese folk verses, proverbs 27 Dinh Thi Giang - Factors affecting current lifestyle of Vietnamese people in the northern delta 33 Nguyen Dieu Thuong, Nguyen Thi Lan Huong - Mechanisms creating implication in satirical jokes 39 Nguyen Thu Quynh, Vi Thi Hien - Household vocabulary of Thai language in Dien Bien province 45 Nguyen Thi Thu Oanh, Hoang Thi My Hanh - Position, role of the communist party of Vietnam in the period

1954 – 1975 and some lessons learned 51

Do Hang Nga, Pham Quoc Tuan - Collection of taxes in the villages through material of reformist village

convention in Thai Nguyen province 57

Le Van Hieu - The efficiency of the model "propaganda department" in communes, wards, township and

"commander" in villages, cities at the current period in Lao Cai province 63 Thai Huu Linh, Nguyen Thi Thu Hien, Nguyen Thi Thanh Ha - The role of the rear Bac Thai in the 1968

general offensive 69

Pham Anh Nguyen - The attraction in “Hai dam” of Phan Khoi 73

Nguyen Thi Huong, Nguyen Thi Mao, Nguyen Tuan Anh - Enhancing the efficiency of extracurrucular

activities in teaching civic education at high schools in thai nguyen city these days 79 Nguyen Van Dung, Dao Ngoc Anh - Physical status of non-sports students at Thai Nguyen University of Education 85 Tran Bao Ngoc, Le Ngoc Uyen, Bui Thanh Thuy et al - The reality of degree classification in non-

examination students at University of Medicine and Pharmacy – Thai Nguyen University in the period from

2013 to 2017 91

Nguyen Thuc Canh - The need for buiding an exercise system with practical content to teach mechanics

to high school 97

Ha Thi Kim Linh, Chu Thi Bich Hue - Educate legal knowledge for ethnic minority women in Vo Nhai

district, Thai Nguyen province 105

Nguyen Thi Thanh Hong, Nguyen Thi Khanh Ly, Vu Kieu Hanh - Improve students’ participation in English learning activities in large mixed ability classes of the freshman students at Thai Nguyen University of

Medicine and Pharmacy 111

Pham Thi Huyen, Vu Thi Thuy - Manipulate exemplary style according to the President Ho Chi Minh’s

thought in building work style for key caders at present period 117 Dam Quang Hung - Science lesson planning for grade 4, 5 according to experimental research 123 Hoang Thi Thu Hoai - Difficulties in teaching and learning ESP vocabulary for nursing students at Thai

Nguyen Medical College and some solutions 129

Nguyen Lan Huong, Van Thi Quynh Hoa - Determinants affecting English speaking performance of the first-

year students at Thai Nguyen University of Agriculture and Forestry 135

Journal of Science and Technology

183 (07)

N¨m

2018

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Vu Kieu Hanh - Determinants to the reading comprehension performance level of the second- year students at

Thai Nguyen University of Agriculture and Forestry 141

Nguyen Thi Que, Hoang Thi Nhung - Asking the right question for successful self-studying and cooperative

learning - towards independent language learners in the context of ASEAN community and global integration 147 Ngo Thi Thu Ha, Nguyen Thi Hoai Thu - Apply interactive teaching methods to improve the quality of

teaching and learning Vietnamese to international students at Military Technical Academy 153 Duong Van Tan - An assessment of the effectiveness in application of games in general physical development

for students at Thai Nguyen University of Technology 159

Bui Thi Huong Giang - Improving intercultural communicative competence in foreign language teaching

and learning 165

Tran Hoang Tinh, Nong La Duy, Pham Van Tuan - Building self-managed platoon in disciplinary education

for students at the center for defense and security education in the current phase 171 Tran Thi Yen, Khong Thi Thanh Huyen - Improving academic writing performance for english majors

through intensive reading 177

Do Thi Hong Hanh, Hoang Mai Phuong - Vocational training for rural workers in Cho Moi district, Bac

Kan province 183

Tran Thuy Linh, Tran Luong Duc, Nguyen Thi Thuy Trang - European union competition law approach on

exploitative abuses 189

Nguyen Thi Thanh Ha, Pham Viet Huong - Setting up an appropriate set of economic criteria and indicators

for evaluating sustainable forest management in Dinh Hoa district 195

Dinh Thi Hoai - Marketing promotion for information - library product and service at the Learning Resource

Center of Thai Nguyen University 201

Nguyen Thi Thanh Xuan - Factors affecting customer satisfaction in hotels at Thanh Hoa province, Vietnam 207 Duong Thi Tinh - Contributions of goods export to the economic growth of Yen Bai province 213 Le Minh Hai, Tran Viet Khanh - Tourism space organization of Thai Nguyen province 219 Ha Van Vuong - Apply the ergonomics theory in working environment organization at the office of Song Cong

grarment branch II – TNG Investment and Trading Joint Stock Company 227

Mai Anh Linh, Nguyen Thi Minh Anh - Assessing service quality and customer satisfaction: an empirical

study at Lan Chi supermarket, Thai Nguyen city 233

Dinh Hong Linh, Nguyen Thu Nga, Nguyen Thu Hang - Applying logarithmic function to evaluate the

business efficiency of Vietnam banks 239