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Research Paper
We would like to gratefully, sincerely thank Mr. Hung Quoc Nguyen for his thorough
guidance, invaluably constructive criticism and amicable advice during the process of our
research. We are honestly grateful to him for sharing his truthful and clearing up views
on a number of issues related to the study.
We would also like to thank all the people who set time to do survey and give us the
advantageous conditions to complete my survey, which give us the best materials to do
this research.
ADVISOR’S ASSESSMENT
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ABSTRACT
The purpose of this research was to help HUFLIT IBA seniors understand the importance
and the benefits of learning second foreign languages not only in study but also in future
career. The method of this research is quantitative. Both primary and secondary
information was used in our research. The study was carried out surveys for HUFLIT
IBA seniors using questionnaires. It provided valuable information related to the
perspective of IBA seniors about the importance of learning second foreign languages.
Moreover, the conclusions based on the result of this research that emphasized that
second foreign languages are the useful tools to enhance the opportunities of employment
and promotion in today’s economy. Besides that, recommendation will shows how to get
the effective ways to learn second foreign languages.
TABLE OF CONTENTS
Title Page
Acknowledgements
Advisor’s Assessment
Abstract ...............................................................................................................................i
CHAPTER 1: INTRODUCTION.....................................................................................1
RECOMMENDATION ...............................................................................................19
5.1. Attend second foreign languages centers ..........................................................19
5.2. Self-taugh ..........................................................................................................23
CONCLUSION .............................................................................................................26
ii
REFERENCES .................................................................................................................28
APPENDIX 1. QUESTIONNAIRE
APPENDIX 3. PROPOSAL
TITLE PAGE
Figure 1. The second foreign language that seniors chose to study at school ...................13
Figure 2. The reason seniors choose that language to study..............................................13
Figure 3. Seniors‘ evaluation of the importance of studying second foreign language ....14
Figure 4. Seniors‘ intention in attend another class at foreign language centers ..............15
Figure 5. The reasons why seniors want to attend foreign language class at centers ........15
Figure 6. The reasons why seniors do not want to participate in the second foreign
language courses in languages centers...............................................................................16
Figure 7. The level of senior in using second foreign language ........................................17
Figure 8. The suitable time to start learning second foreign language ..............................18
Figure 9: The most effective method to learn second foreign language............................19
Figure 10: SHZ center ........................................................................................................20
Figure 11: SHZ center's addresses .....................................................................................20
Figure 12: Idecaf center .....................................................................................................21
Figure 13: Idecaf center's addresses...................................................................................21
Figure 14: Kanata center ....................................................................................................22
Figure 15: Kanata center's addresses .................................................................................22
Figure 16: Dong Du center ................................................................................................23
Figure 17: Dong Du center's addresses ..............................................................................23
Figure 18: The suitable time to study second foreign language per day ...........................24
iv
INTRODUCTION CHAPTER 1
INTRODUCTION
1.1. Background
Vietnam has integrated to the global economy, which create not only many
opportunities but also challenges. Apart from English, knowing other second foreign
language is a big competitive advantage to compete with not only domestic but also
foreigner competitors.
1.2. Objectives
This research is made for HUFLIT IBA seniors who do not actual realize the
importance of second foreign language affect to their future career and daily life. This
research not only helps students understand the importance of learning second foreign
language in study but also in future career such as being smarter, travelling, attractive
CV, and promotion in the future career
1.3. Scope
This research is only focus on the benefits and ways to learn second foreign
language effectively. We do this research at Faculty of International Business
Administration’s Ho Chi Minh City University of Foreign Languages and Information
Technology. The main research target is Department of International Business
Administration’s both male and female seniors. The period is 4 months, from January to
April 2016.
1.4. Outline
LITERATURE REVIEW
2.1. Theories
2.1.1. Definition
2.1.1.1. IBA
2.1.1.2. Seniors
2.1.1.3. Perspective
According to Krashen (1987) there are two types of second foreign language
performance systems: “the acquired system” and “the learned system”. “The acquired
system” is also called “acquisition”, which is the unconscious process like the process
children go through when they acquire their native language. It is such a natural
communication which speakers are concentrated in communicative action rather than the
form of words or grammars. While “the learning system” or “learning” is the product of
formal instruction, which results are the knowledge of grammar rules. Krashen also
assume that “learning” is less important than “acquisition”.
Judies Haynes also agrees with Karshen that “acquired system” is similar to the
way children learn their first language through a subconscious process when they are not
focus on the grammar rules. All they have is a feel for what they said is correct or not.
And about the “learned system” or also called language learning is not communicative.
This is the result of direct instruction in language rules. This system obviously is not
suitable for young learners. This system require the learner to have knowledge of the new
language and can talk about that, they can find a right words for the blanks on a grammar
test. Her research also shows that good at grammar does not mean that good at speaking
and writing.
2.1.2. Factors
Some people learn new language more quickly and easily than others do. Cleary,
there are many factors can affect to the learning process. There are about seven factors
influence learning process such as age, personality, aptitude and intelligence, cognitive
style, attitudes, motivation (Ellis, 1985)
Age: The age of the learner may influence to language acquisition. Children seem
to be the most suitable to acquire a new language efficiently. Besides that, older learners
can be very successful too, but usually struggle to speak like the native-speakers’
pronunciation and intonation.
Personality: According to H. Douglas Brown (1994), extrovert and introvert will
have a different acquisition. Extroverts are not afraid to communicate and practice, it will
help much in speaking new language. While the introverts are more concentrated and
likely to make more progress than extroverts do. However, “One often hears that
extroverts make better language learners then introverts. I do not believe this is the case.
Success in language learning depends on the interest and determination of the learner, the
LITERATURE REVIEW CHAPTER 2
time spent with the language, and the ability to notice what is happening in the language.
These factors are not influenced by whether the learner is an introvert or an extrovert.”
(Steve Kaufman, 2013).
Intelligence and aptitude: Some people are gifted and they learn foreign language
much easier than other people do. Although people are at the same age and are equally
motivated but the ones have a better result usually are who have aptitude in learning
second foreign language.
Cognitive style: Learners may have different kinds of faults depend on their
cognitive style. Cognitive style is related to learning style. Some factors can influence
people learning style such as their background, culture and previous experiences. That is
why it is hard to measure the possible success in learning second foreign language.
Motivation: Besides all the factors that mentions above, motivation is also one of
the important factors in acquiring new language. It is clearly that people who want to
learn usually achieve better result than who do not. Gardner and Lambert (1972) and Ellis
(1985) have distinguished motivation into two types: integrative and instrumental.
Integrative is related to the learners who are interested in people and culture of target
language. Instrumental is about learners who learn second foreign language to find a
better job. People can be affected by both types of motivations but depend on the
situation they may face then this type can be more effective than the other can.
Attitude: Ellis (1985) stated that attitude as the persistence shown by the learner in
striving for a goal. People’s personality characteristics and interest in foreign languages
can impact to them in a positive or negative way. How people feel about a specific
language, course or teacher is also very important, it will create the good or bad attitude
because of the level of motivation they have. It said that not only learners who have
positive attitudes usually learn more, but also learners who learn well acquire positive
attitudes. Therefore, attitude is very important factor as far as second foreign language
learning is concerned.
LITERATURE REVIEW CHAPTER 2
However, there are many benefits from learning new languages even though each
learner has different reasons to learn. Learning a second foreign language helps you to
LITERATURE REVIEW CHAPTER 2
communicate across cultures to conduct business in lands that you may never have
previously considered viable markets. It also helps you to address customers in the
language that they understand best and in which they are most comfortable
communicating. Employers see employees who know a second foreign language as a
bridge to new clients or customers so a second foreign language is a real advantage. Lisa
Chau (2014) said that in an increasingly globalized economy, being a polyglot is
definitely advantageous for corporate success. The benefits of effective communication
across multiple languages have long been known in the international business community
as an indispensable tool for relationship building and financial success. Furthermore,
according to the research of The University of Louisville, knowing more than one
language enhances opportunities to develop career. For instances, a salesperson who
knows French or Chinese can work successfully with many more people and in many
more places; a hotel manager or a customer-service representative who can use English
and Spanish or English and Korean will be more successful than one who knows only
English. Professionals are called on to travel and exchange information with people in
other countries throughout their careers if they know other languages. "In fact, entering
the workforce in 2014 with second foreign language fluency can expect an additional 10
to 15 percent pay increase." (Ryan McMunn, 2014).
Learning a foreign language can increase the size of your brain. This is what
Swedish scientists discovered when they used brain scans to monitor what happens when
someone learns a second foreign language. The study is part of a growing body of
research using brain-imaging technologies to understand more about the cognitive
benefits of language learning. According to The Swedish MRI study (Lund University,
2012) showed that learning a foreign language has a visible effect on the brain. At the
Swedish Armed Forces Interpreter Academy in the city of Uppsala, young people with a
flair for languages go from having no knowledge of a language such as Arabic or Russian
to speak it fluently in the space of 13 months. From morning to evening, weekdays and
weekends, the recruits study at a pace unlike on any other language course. Besides that,
the researchers also do the research at Umea University with the students who also study
hard, but not languages. Both groups were given MRI scans before and after a three-
month period of intensive study. While the brain structure of the control group remained
LITERATURE REVIEW CHAPTER 2
unchanged, specific parts of the brain of the language students grew. After that,
researchers have had an almost unique opportunity to observe what happens to the brain
when we learn a new language in a short period by measuring their brains before and
after the language training. "We were surprised that different parts of the brain developed
to different degrees depending on how well the students performed and how much effort
they had had to put in to keep up with the course," says Johan Martensson, a researcher in
psychology at Lund University, Sweden.
In other words, the areas of the brain that grew linked to how easy the learners
found languages, and brain development varied according to performance. As the
researchers noted, while it is not completely clear what changes after three months of
intensive language study mean for the long term, brain growth sounds promising.
On the other hand, in the research of Alison Mackey (2014) Kara Morgan-Short,
a professor at the University of Illinois at Chicago, and her colleagues taught second-
language learners to speak an artificial. In their experiment, one group of volunteers
learned through explanations of the rules of the language, while a second group learned
by being immerse in the language, similar to how we all learn our native languages. They
were the immersed learners whose brain processes were most like those of native
speakers while all of their participants learned. These learners still performed well on
tests, and their brain processes had become even more native-like. Brain imaging
research provides good news. We know that people who speak more than one language
fluently have better memories and are more cognitively creative and mentally flexible
than monolinguals. This research may eventually help us tailor languages learning
methods to our cognitive abilities.
According to Amedeo D'Angiulli, Linda S. Siegel, & Emily Serra (2001), they
analyzed a group of English-speaking Canadian-born children from nine to thirteen years
old whose parents speak both English and Italian at home. These children spend thirty-
five minutes a day for learning Italian heritage language from the first grade. They bring
out a test between English and Italian word reading, spelling, working memory and oral
cloze task between an English or Italian monolingual and a bilingual who can speak both
languages in the same geographical area, socioeconomic status, family background and
LITERATURE REVIEW CHAPTER 2
were taught using similar method. The finding indicates that the nine to ten years old
bilingual have a better score on word reading and spelling tasks than English
monolingual at the similar level of difficulty.
Children only learn one language whose brain might not be gain advantages as the
bilinguals do. However, if an adult start to learn second foreign language still can achieve
the same benefits as a young learner such as the levels of fluency. Anne Merritt (2013)
said that learning second foreign language not only travel easier, create competitive
advantage for your CV but also make you smarter, more decisive. She also assumes that
learning a foreign language may have some cognitive advantages. Becoming smarter is
the first advantage you will have when learning second foreign language because it help
improve your brain function by arranging word, recognizing meaning, writing and
communicating in foreign language. These skills help to boost the ability in problem -
solving and switching between two systems language structures.
The second advantage is staving off Alzheimer’s and dementia. Studies for a
group of people who have the same education level, income level, gender and physical
health show a consistent result. In particular, the first sign of dementia for the
monolingual in the average age is 71.4 while the bilingual is 75.5. Improving memory is
the next advantage. Some educators indicate brain almost like muscle because the more
you exercise; the more your brain works better such as memorizing rules and vocabulary.
These exercises improve the entire memory. The studies also show that the bilinguals are
better at remembering lists, names, directions, etc. than the monolinguals do. Learning
second foreign language also help you become more perceptive. Bilinguals are better at
LITERATURE REVIEW CHAPTER 2
observing surroundings such as they can spot misleading information. They also good at
focus on related information and fix the errors. This is what the study from Spain’s
University of Pompeu Fabra has revealed. Another study from the University of Chicago
shows that the bilinguals incline to make decisions that are more reasonable. Bilinguals
tend to be more confident with their final choices.
2.2.3. Suggestions
To gain the benefits that are mentioned above, we need to have rational, effective
methods. John-Erik Jordan (2014) writes about advice for learning languages from his
friend – Matthew Youlden who can speaks nine languages. First, you should know why
you want to study because this is the motivation for you to keep learning in the long -
run. In particular, if you want to learn French, you should practice with native people
instead of talking to English-speakers. This will make you feel more excited with the
language you choose. The second advice is finding a partner. Matthew learned Greek
with his twin brother Michael since they were eight year-old. By this way, they were
motivated because they realize when one of them did better the other will get jealous and
this push them to learn as hard as they can. If you do not have any sibling, you can find
any kind of partner who will learn language well with you.
Another way to learn language well is talking to yourself. This is a great way to
practice your new words, phrases and help you feel more confident if you have no time
and no one to talk. If you want to speak language more naturally, you should make a goal
from the beginning. Do not sit around and wait for the opportunities come. Let’s find and
talk to the native people as much as you can and put that language into a more helpful,
general, daily use. For example, if you cannot afford to study abroad you may go to any
restaurant downtown where many native people are and try to practice with them.
Have fun with your language also is an effective way to learn. Matthew and his
brother created some interested way to practice such as write and record a song. Maybe
you can choose to write a poem, draw a comic pages by that language if you good at
drawing or just simply talk to whomever you know. If you cannot find learning language
is fun or interested, you may not come to the end with the journey. The recent studies
pointed that the fastest and most effective way to learn language is learning like a child.
LITERATURE REVIEW CHAPTER 2
Learn without fear to make mistake, no need to be so serious. Make mistake is just a
normal thing to children, only adult consider it as a big problem. When you learn a new
language, you must accept there are many things you do not know and if you always
scare to fail, you still have a long way to success.
Once you accept to be failed which means you are ready to put yourself out of
your comfort zone. Get into a conversation with a stranger, ask directions in foreign
language when you travel, order food or tell a joke with your foreign friends even though
it may put you into an embarrassing situations. When you can accept to try these things,
your comfort zone will be expanded. In reality, you have to see before you draw
something, as well as you must learn to listen before you can speak language. Every
language sounds strange when you hear it for the first time so the more you speak the
more familiar it becomes. For example, when Matthew learn Spanish, he has problem
when pronoun “r” such as “perro” and “reunión”. Therefore, he said the best way to learn
to speak now is hear the native-speaker and imitate it.
As Matthew said above, pronunciation depends a lot on two factors: mental and
physical. That is why he advises noticing native-speaker’s lip, tongue and throat, try to
imitate the sound as much as you can. If you are less likely to meet foreigners, you can
watch movies, televisions because after all these way still can helps you watch how they
say. It may be difficult at the first time but when you get used to it, it will become much
more easily. Finally, diving in that language is the overall method. It means that you
learn and practice it every day, create yourself habits of thinking, listening, speaking,
reading and even talking to yourself in that language, using all the above methods. He
said that the key to success is able to think as the native speakers do.
Excepting all the methods above, Mark Manson (2012) also suggest that you
should carry pocket dictionary especially when you are in that foreign language country.
He had a real struggle when he talked to Portuguese in the first two weeks even though
he had known the basis Portuguese. It was different immediately after downloading the
dictionary. Especially on his phone, it only takes two second to search something in the
middle of the conversation. Once you use that words in the conversation, you are likely to
LITERATURE REVIEW CHAPTER 2
remember it later. Even though sometimes he has some problem in the conversation but
the ability to interact is significant improved.
Alan Henry (2013) also agrees with Mark Manson on using dictionary helps
learners get up speed quickly in the learning process. He brought out the examination
about which learning tools learners thought were the best. The result is the top five
applications here: the top application is Anki, this is a very popular software program and
smart phone application, which helps you to memorize words, and phrases effectively by
using flashcards. The second top is Duolingo, this is a free application available on both
Android and iOS. Instead of focusing on memorize words, Duolingo helps learners read
and speak their learning language by seeing, hearing and understanding it. Livemocha
also is one of the best applications voted by the learners. It offers live online classes and
tutorials. In addition, it also creates opportunities to talk to native speakers of the
language you choose. It also has an option for the learners to pay for services such as
private tutorials and more other advanced language courses. There are two more
applications are Babbel and Memrise, which also have a many useful functions. After all,
its main function is still help learners to get the best result in their learning process.
METHODOLOGY CHAPTER 3
METHODOLOGY
3.1. Methodology
We choose quantitative method to do this research because it is very useful for
collecting and summarizing the data. To be able to know exactly what HUFLIT IBA
seniors’ perspective, the survey is the best method. Preparing a questionnaire is between
10 questions that focus on reality and recommendation for learning second foreign
languages. The data collected from questionnaire can be express in chart by the Excel
program and it is so convenient to classify and analyze.
Along with information from the Internet included online newspaper, Google
Scholar, etc. Besides that, questionnaires were given out to respondents for the statistical
representation of the findings in the study. This survey was carried out in HUFLIT - Cao
Thang Campus and with the participation of three hundred eighteen people.
3.1.1. Data collection: The data was collected directly through questionnaires.
We explained anything that was not clear to the people who was surveyed.
3.1.2. Data analysis: The collected data will be analyzed by Excel program. The
result was presented in table and chart form.
3.2. Materials
3.2.1. Secondary data: The secondary data in this research was collected from
the Internet included online newspaper, Google Scholar, etc.
3.2.2. Primary data: The primary data was got from HUFLIT IBA seniors which
including seventy-eight males and two hundred eighteen females.
These information provided an overview of the importance and benefits of
learning second foreign languages. The questionnaire was designed in Vietnamese
because it can help people understand questions clearly. The questionnaire has two parts:
personal information and research information. Besides that, the research information
includes information ten multiple-choice questions. The questions in the questionnaire
measure the level of HUFLIT IBA seniors’ awareness about the important of learning
second foreign languages.
DISCUSSION
After conducting the survey about HUFLIT IBA seniors’ perspective of the
importance of learning second foreign language, we got the result, which will be
analyzed below.
13%
27%
Japanese Korean
28%
Chinese French
32%
Figure 1. The second foreign language that seniors chose to study at school
Figure 1 indicates that most of seniors choose Korean to study in the subject
“second foreign language” in HUFLIT with 32 percent. There are two approximated
groups which account for 27 and 28 percent respectively who used their time to study
Japanese and Chinese. There are 13 percent seniors decided to learn French at school.
This chart (figure 2) shows the reason why seniors selected the language in figure
1 to study. “Second Foreign Language” is a compulsory subject in HUFLIT IBA 2012
therefore seniors must to pass it. When the students have to choose which language to
learn, they usually tend to choose the one they seem to be interested in but without
considering if it is needed for the future career. Therefore, the largest group that made up
41 percent said that they studied because of their hobby. It means that at the beginning,
many students do not have any orientation when they choose the second foreign
languages to learn at school and this group. The percentage of the studying for orientation
is less than studying for hobbies and occupies 25 percent in this chart. In the other side,
the smallest group which account for 18 percent told that the just learn as their friends’
enticement. Besides that, 16 percent of seniors told that they learned second languages
because they saw that there are many students choose that language to study.
3%
21%
30%
Very important Important
Normal Unimportant
46%
35%
Yes No
65%
0%
Because of hobby
60%
Other
Figure 5. The reasons why seniors want to attend foreign language class at centers
According to previous researches in the literature review, learning language
because it is fun and interested, somehow brings personal satisfactions seems to be the
number one motivation for learners to keep long learning. Therefore, no surprise that
DISCUSSION CHAPTER 4
some seniors choose to keep learning at centers because of their passion and held 16
percent in this chart. Moreover, the more remarkable reason that the senior plan to take
part in the second foreign languages is employability. In our survey, 60 percent of seniors
said that they study second foreign languages since they want to enhance their
competitive ability to find a better job after graduation. In other words, some seniors who
works for companies choose to learn languages because their job requirement, somehow
it also raise their aptitude for promotion. Besides that, 18 percent of seniors learned
second languages as their work’s requirement. The other group study second languages
because of their hobby. In the other side, the smallest group which make up only 6
percent told that the just learn as their friends’ enticement.
Figure 6. The reasons why seniors do not want to participate in the second foreign
language courses in languages centers
There is not every senior knows about the importance of second foreign
languages. This chart shows that there are 32 percent of seniors assume that learning
second language is unnecessary while 24 percent said that they do not want to continue to
learn second language in foreign language centers with a simple reason is they do not like
languages. In contrast, there are some students cannot join in second foreign languages
classes because of objective factors such as inconvenience of transport. However, the
second top reason account for 31 percent senior cannot afford for learning foreign
language is limited in finance.
DISCUSSION CHAPTER 4
9%
14%
Regularly
29%
Sometimes
Rarely
Never
48%
12%
RECOMMENDATION
5.1. Attend second foreign languages centers
According to the result of our survey, there are two recommendations that we
choose to focus on. It may be useful for people who are going to learn second foreign
languages. The first thing that we need to do is participating in second foreign languages
centers.
37%
The most seniors choose joining in foreign languages centers as an effective way
to learn second foreign language, this hold 37 percent. Attending second foreign
language class in centers brings many advantages for students. There are a lot of centers
teach second foreign language in Ho Chi Minh city that you can consider about when you
have intention to study such as Chinese have a SHZ center. SHZ center have about six
branches in Ho Chi Minh City. There are many courses for learners to choose – crash
course, synthetic course (include four skills listening, writing, reading and speaking), and
communicated course (include only two skills listening and speaking). Each year they
also have a exchange course for their students. They link with some universities in China
and these universities give some scholarship for learners. This will give learners chances
to know more about China culture and practice speaking. Besides, there are a lot well-
known centers in Ho Chi Minh City teach other languages if you intend to study such as
Dong Du center for Japanese, Kanata center for Korean and Idecaf center for French.
Here are the addresses of those centers in Ho Chi Minh City:
Source: http://hoavanshz.com/
Address Telephone
247 Nguyen Thi Minh Khai, Nguyen Cu Trinh Ward,
(08) 3926 0539 - 3926054
District 1, HCM city
768 Nguyen Trai, Ward 1, District 5, HCM city (08) 3926 0539 - 3926054
754 Quang Trung, Ward 8, Go Vap District , HCM city (08) 6262 8111
Source: http://v3.mythuat.vn/gallery/c/35/khach-hang.html?l=vn
Address Telephone
Source: http://www.idecaf.gov.vn/
Source: http://www.kanata.com.vn/
Address Telephone
72 Truong Cong Dinh, Tan Binh District, HCM city 3949-1403, 6678-1913
Củ Chi vocational schools, 2 Nguyen Dai Nang, Cu Chi 08.66769205 – 0907 181 397.
Source: http://www.kanata.com.vn/
Source: http://www.dongdu.edu.vn/
Address Telephone
3D/46 Ho Van Hue, Ward 9, Phu Nhuan District, HCM
3845 3782
city
275 Dien Bien Phu, Ward 7, District 3, HCM city 3930 9644
Source: http://www.dongdu.edu.vn/
5.2 Self-taugh
Besides the the ways to study, the second thing that we need to pay attention when
we learn the second foreign languages is self-taught.
There are 25 percent of seniors said that study by ourselves through the Internet,
books, newspaper…etc. is effective. Matthew Youlden can speak nine language just by
self-taught. This show that self-taught can be effective if you know how to learn and
exert yourself. Matthew Youlden recommends some methods to learn such as talking to
yourself to practice words and phrases if you have no time and no one to speak to.
Provided you have a chance to meet native speakers, do not be shy and try to
communicate with them then notice how they pronounce words and try to imitate to have
a standard pronunciation. This will help you become more confident when talk in public
if you met native speakers. Have fun with your language, do not need to put too much
focus on grammar, theories but play with it. You can listen to music, draw short comic
pages by that language or play word puzzle on internet to gain more vocabulary that is
new. However, the main core of learning second foreign language is not being afraid to
make mistake. Put yourself out of your comfort zone, try new thing and try your best.
0%
19%
22%
59%
Figure 18: The suitable time to study second foreign language per day
The pie chart (figure 9) shows how many times should be used to study second
foreign languages per day. Generally, over half of people who were surveyed said that we
should spend about thirty minutes to one hour to practice second languages. The number
of respondents who used more than one hour to study language accounts for 22 per cent.
The group of people who had second languages studying time less than thirty minutes per
day was 19 per cent. There are many reasons to explain why they cannot use more time
for learning second foreign languages. The seniors must complete many subjects with the
best effort in order to get the good mark table. The important element can be impressive
with the recruiters. Therefore, the suitable length of time they use for learning second
foreign languages is about thirty minutes to an hour. As almost seniors just spend about
an hour for studying second foreign languages so they must have the best method to
study effectively. However, spending about thirty minutes to one hour each day is an
appropriated for learning new vocabulary of the second foreign language. For example,
instead of spending about three hours a day to learn new vocabulary and then the next
few days you do not even look at it again. Consequence is you will properly forget the
words you studied quickly. In the other hands, each day you spend about one hour each
day a week to learn vocabulary and keep looking back, you will remember it longer.
Besides, there are many ways to study second foreign language effectively in
about one hour. Instead of just sitting there and learn vocabulary by heart, you can choose
to listen to music such as Korean music bank on KBS channel at 5 pm on Friday or MP3
zing or YouTube for any types in any languages are the good channels. However, ballad
or country music will be suitable for the learners; it is slow and easy to follow. Listening
to radio can help learners practice Chinese or French on 105.7 MHz VOV5. Besides
watching television in order to know how native speakers use words is also the good
way. Some television channels that you can use, “Xin Chao Hanuko” Monday morning at
9 am on VTV2 or Chinese News Sunday morning at 7 am on BNTV. Moreover, you can
read magazine of that languages such as The Japan Times, Thai Nguyen online News
with Chinese version. Playing games can also help learner remember words longer.
iSenpai apps, Learn Korean Hangul with Bingo or games on French-games.net are some
games that learner can play. Moreover, try to use dictionary is an effective way. As Mark
Manson (2012) and Alan Henry (2013) suggest you should have a pocket dictionary,
especially a dictionary applications on your phone such as Pleco for Chinese, Korean
Dictionary Note, Jdict, French Vietnamese English Dictionary and all these are free
application. Besides, we would like to suggest some bookstores with a width range of
price. For example, Fahasha bookstore with 75 branches on over the country from 45,000
VND to 100,000 VND, or we can choose the Tiki online shopping with the price from
50,000 VND to 200,000 VND. While you are learning by playing, if there are any words
that seem new to you or you suddenly forget the meaning of that word, you may search it
immediately on your phone or use the pocket dictionary. Keep searching word for a
particular situation will help you to remember words longer and expend your source of
vocabulary. It only takes you about few minutes but still as effective, as sit and learn
words for an hour.
CONCLUSION
Quantitative method was chosen to do this research because it is very helpful for
collecting and summarizing the data. Along with information from the Internet included
online newspaper, Google Scholar, etc. Besides that, questionnaires were given out to
respondents for the statistical representation of the findings in the study. Both primary
and secondary information were use in this research. The data collected from
questionnaire can be express in chart by the Excel program and it is so convenient to
classify and analyze. The results from this research indicate that almost HUFLIT IBA
seniors recognize the importance of studying second foreign languages. Over half seniors
decide to take part in second foreign languages classes because they want to improve
their competitive advantages to find good jobs after graduation. In contrast, the rest of
seniors (about 35 percent) decide not to learn second foreign languages because they
think that it is unnecessary. Analyzing the reality and benefits of second foreign
languages through the survey and previous studies, we can find out the best way to avoid
problems when learning second foreign languages and get the best result.
The survey shows not only the perspective of second foreign languages but also
the methods to learn. The most effective way is taking part in second foreign languages
centers. There are some suggestion about centers, addresses or timetables of these centers
that were mentioned above and appendix 4.
However, because of the lack of knowledge, experience and time, some restricts
still exist in this research. In the future, this topic will be developed in order to complete.
Brown, H. Douglas. (1994). Principles of language learning and teaching. 3rd edition.
Englewood Cliffs, NJ: Prentice Hall Regents
Chau, L. (2014). Why You Should Learn Another Language. Retrieved from
http://www.huffingtonpost.com/lisa-chau/business
etiquette_b_7993576.html?utm_hp_ref=san-francisco&ir=San+Francisco
Collins English Dictionary – Complete and Unabridged, 12th Edition (2014). Second
language definition. Retrieved from
http://www.thefreedictionary.com/second+language
Collins English Dictionary – Complete and Unabridged, 12th Edition (2014). Perspective
definition. Retrieved from http://www.thefreedictionary.com/perspective
D'Angiulli, A., Siegel, L. S., & Serra, E. (2001). The development of reading in English
and Italian in bilingual children. Applied Psycholinguistics, 22(4), 479-507.
Retrieved from PsycINFO database.
Gardner, R.C. and Lambert W. R. (1972) . Attitudes and Motivation in Second Language
Learning. Rowley, Mass: Newbury House.
Jordan, J.E. (2014). 10 Tips And Tricks To Learn Any Language. Retrieved from
https://www.babbel.com/en/magazine/10-tips-from-an-expert
Lund University (2012). "Language learning makes the brain grow, Swedish study
suggests.". Retrieved from
https://www.sciencedaily.com/releases/2012/10/121008082953.htm
Mackey, A. (2014). What happens in the brain when you learn a language?. Retrieved
from
http://www.theguardian.com/education/2014/sep/04/what-happens-to-the-brain-
language-learning
The Oxford Pocket Dictionary of Current English (2009). Seniors definition. Retrieved
from http://www.encyclopedia.com/doc/1O999-senior.html
APPENDIX 1. QUESTIONNAIRE
--------------------------
QUESTIONNAIRE
“HUFLIT IBA SENIORS’ PERSPECTIVE OF THE IMPORTANCE OF
STUDYING THE SECOND FOREIGN LANGUAGE”
Marketing
Accounting
APPENDIX 1. QUESTIONNAIRE
--------------------------
BẢN KHẢO SÁT
“Quan điểm của sinh viên năm 4 khoa Quản Trị Kinh Doanh Quốc Tế, trường ĐH
Ngoại Ngữ -Tin Học Thành Phố Hồ Chí Minh (HUFLIT) về tầm quan trọng của
việc học ngoại ngữ 2”
Xin chào các bạn. Chúng tôi là nhóm khảo sát Red đến từ khoa Quản Trị Kinh
Doanh Quốc Tế của trường ĐH Ngoại Ngữ - Tin Học Thành Phố Hồ Chí Minh
(HUFLIT). Chúng tôi đang thực hiện cuộc khảo sát “Quan điểm của sinh viên năm 4
khoa Quản Trị Kinh Doanh Quốc Tế, trường ĐH Ngoại Ngữ -Tin Học Thành Phố Hồ
Chí Minh (HUFLIT) về tầm quan trọng của việc học ngoại ngữ 2”. Mọi thông tin khảo
sát của các bạn sẽ tuyệt đối được giữ bí mật và chỉ sử dụng phục vụ cho đề tài nghiên
cứu. Xin các bạn hãy vui lòng giành chút thời gian giúp chúng tôi hoàn thành phiếu khảo
sát này. Xin chân thành cảm ơn!
Do yêu thích
Đã có định hướng từ trước
3. Bạn đánh giá thế nào về tầm quan trọng của việc học ngoại ngữ 2?
Rất quan trọng
Quan trọng
Bình thường
Không quan trọng
4. Ngoài học ngoại ngữ 2 ở trường, bạn có dự định tham gia khóa học ngoại ngữ
nào khác ở bên ngoài không?
Có (Mời bạn tiếp tục với câu 5)
Không (Mời bạn tiếp tục với câu 6)
5. Lý do bạn muốn tham gia thêm khóa học ngoại ngữ bên ngoài là gì?
Do bạn bè rủ rê
Do yêu cầu của công việc
Nâng cao năng lực và khả năng cạnh tranh của bản thân để tìm một công việc
tốt sau khi ra trường
Học vì sở thích
Lý do khác. Nêu rõ: ........................................................................................................
6. Lý do bạn không muốn tham gia thêm khóa học ngoại ngữ bên ngoài là gì?
Do không cần thiết
Do đi lại bất tiện
Do khả năng tài chính
Do không thích học ngoại ngữ
7. Bạn hãy tự đánh giá mức độ sử dụng ngôn ngữ 2 của mình?
Thường xuyên
Thỉnh thoảng mới sử dụng
Hiếm khi
Không bao giờ
8. Theo bạn, nên học ngôn ngữ 2 từ lúc nào là tốt nhất?
Từ cấp THCS
Từ cấp THPT
Từ năm 1 đại học
Khi nào cần thì mới học
9. Bạn nên dành ra bao nhiêu thời gian để học ngoại ngữ 2 mỗi ngày?
< 30 phút
30 phút - 1 giờ
> 1 giờ
Ý kiến khác . Nêu rõ: ...........................................................................................
10. Theo bạn, phương pháp nào là hiệu quả nhất để học tốt ngoại ngữ 2?
Tự học (qua Internet, sách, báo…)
Học nhóm với bạn bè
Tham gia lớp học ở các trung tâm
Tham gia các câu lạc bộ ngoại ngữ
26%
Male
Female
74%
Figure 1: Gender
2. Major specialization
International Business
174
Administration
296
Marketing 109
Accounting 13
APPENDIX 2
4%
International
Business
Administration
Marketing
37%
59%
Accounting
II. Questions
Table 1:Which was second foreign language that you chose to study at
school?
Japanese 79
Korean 95
296
Chinese 83
French 39
13%
27% Japanese
Korean
28%
Chinese
32% French
Figure 1: The second foreign language that seniors choose to study at school
1. Why did you choose that language to study?
Because of friends’ enticement 54
Because many students choose
48
to learn that language 296
Because of hobby 121
Because of orientation 73
APPENDIX 2
3%
Very important
21% 30%
Important
Normal
Unimportant
46%
35% Yes
No
65%
Figure 4: Seniors’ intention in attend attend another class at foreign language centers
Because of friends’
11
enticement
Because of job’s
35
requirement
Because of improving our
191
competitive advantages to
114
find a good job after
graduation
Because of hobby 30
Other 1
0%
Because of friends' enticement
6%
16%
18% Because of job requirements
60%
Other
Figure 5: The reasons why seniors want to attend foreign language class at centers
APPENDIX 2
5. Why don’t you want to attend second foreign language classes at centers?
Because of unnecessary 34
Because of inconvenience of
14
transport
Because of limited financial 105
32
ability
Because of reluctance to
25
learning foreign language
Figure 6: The reasons why seniors do not want to participate in the second foreign
language courses in languages centers
9% 14%
Regularly
Sometimes
29% Rarely
Never
48%
7. When is the most suitable time to start learning second foreign language?
From secondary school 85
From high school 86
From the first grade of
89 296
university
When you consider it is
37
needed
8. How much time should you spend to learn second foreign language?
< 30 minutes 55
30 minutes - 1 hour 174
296
> 1 hour 66
Other 1
0%
19%
22%
Less than 30 minutes
30 minutes - 1 hour
More than 1 hour
Other
59%
Figure 9: The suitable time to study second foreign language per day
APPENDIX 2
Self-taught (through
Internet, books, newspapers,
etc.)
22% 25% Study group
Figure 10: The most effective method to learn second foreign language
APPENDIX 3
APPENDIX 3. PROPOSAL
Have you ever traveled to countries where native people cannot speak English?
For example, Japanese, Chinese or Korean rarely speak English. Therefore, it is quite
difficult to communicate in these countries.
We are seniors and going to graduate after the next few weeks. Did you prepare
your own competitive advantages? Nowadays, English become the universal foreign
language and it is no longer the language, which can bring you competitive edge. In the
integration process, knowing second foreign language help you to compete with not only
domestic but also foreign competitors. If your CV include fluency in a second foreign
language, your chances of employment and promotion in today’s economy are much
greater than for those who only know English.
Despite of the importance of second foreign languages, most of students still not
realize it. Therefore, we choose this topic to do research to enhance HUFLIT IBA
seniors’ awareness. Besides that, this research will help them to understand the second
foreign language’s benefits and find the effective ways to learn it.
2. Meaning of topic:
Excel program and it is so convenient to classify and analyze. Along with information
from the internet, questionnaires were given out to seniors for the statistical
representation of the findings in the study. This survey was carried out in HUFLIT.
2. Data analysis: The collected data will be analyzed by Excel program. The result
was presented in table and chart form.
4. Scope:
5. Schedule:
- Write abstract
- Create the video clip
Deadline: 15 April, 2016
- Create and complete the
18 April – 30 April, poster.
All members
15 2016 -Complete the video clip
- Prepare gallery work
Deadline: 27 April, 2016
6. References:
Brown, H. Douglas. (1994). Principles of language learning and teaching. 3rd edition.
Englewood Cliffs, NJ: Prentice Hall Regents
Chau, L. (2014). Why You Should Learn Another Language. Retrieved from
http://www.huffingtonpost.com/lisa-chau/business
etiquette_b_7993576.html?utm_hp_ref=san-francisco&ir=San+Francisco
Collins English Dictionary – Complete and Unabridged, 12th Edition (2014). Second
language definition. Retrieved from
http://www.thefreedictionary.com/second+language
Collins English Dictionary – Complete and Unabridged, 12th Edition (2014). Perspective
definition. Retrieved from http://www.thefreedictionary.com/perspective
D'Angiulli, A., Siegel, L. S., & Serra, E. (2001). The development of reading in English
and Italian in bilingual children. Applied Psycholinguistics, 22(4), 479-507.
Retrieved from PsycINFO database.
Gardner, R.C. and Lambert W. R. (1972) . Attitudes and Motivation in Second Language
Learning. Rowley, Mass: Newbury House.
Jordan, J.E. (2014). 10 Tips And Tricks To Learn Any Language. Retrieved from
https://www.babbel.com/en/magazine/10-tips-from-an-expert
Lund University (2012). "Language learning makes the brain grow, Swedish study
suggests.". Retrieved from
https://www.sciencedaily.com/releases/2012/10/121008082953.htm
Mackey, A. (2014). What happens in the brain when you learn a language?. Retrieved
from http://www.theguardian.com/education/2014/sep/04/what-happens-to-the-
brain-language-learning
The Oxford Pocket Dictionary of Current English (2009). Seniors definition. Retrieved
from http://www.encyclopedia.com/doc/1O999-senior.html
Biên
phiên dịch Sáng T2 T6 8h00-11h15 25/04/2016 Điện Biên Phủ
cấp 5
HỌC PHÍ
Cấp 8 5.500.000
APPENDIX 4
PC 9 3,400,000
PC 10 3,500,000
NC 3,600,000
Contribution
Name of members Student ID Class Signature
percentage