Dạy học từ xưng hô tiếng việt cho học sinh tiểu học dân tộc hmông tt tiếng anh

THE MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION

NGUYEN THU PHUONG

TEACHING VIETNAMESE ADDRESSING TERMS FOR
HMONG PUPILS AT PRIMARY LEVEL

Specialisation:
Code:

Theory and methodology of teaching
Literature and Vietnamese
9140111

SUMMARY OF DOCTORAL THESIS OF EDUCATION

Hanoi - 2019


THE THESIS IS COMPLETED AT
HANOI NATIONAL UNIVERSITY OF EDUCATION

Thesis supervisor: Assoc. Prof. PhD. Nguyen Quang Ninh

Examiner 1: Prof. PhD. Do Viet Hung

Examiner 2: Assoc. Prof. PhD. Le Thi Phuong

Examiner 3: Assoc. Prof. PhD. Nguyen Thi Hong Van

The thesis will be defended at the Panel of PhD Thesis Examiners,
organized at:
………………………………………………………………………………
………………………………………………………………………………
At ...... hours, dated .…………………….., 2019

The thesis may be accessed at: National Library, Hanoi
or Library of Hanoi National University of Education


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INTRODUCTION
1. RATIONALE
1.1. In the viewpoint of the Communist Party and the
Government of Vietnam, education is the most effective sector in
shortening the cultural and economic gap among regions and
ethnicities. In which, improvement of Vietnamese teaching for
minority ethnic pupils (MEPs) at primary level is the focal
assignment for the purpose of improving education quality in
minority ethnic areas.
1.2. In Vietnamese communicative culture, the use of addressing
terms plays an important role in the success of conversations.
Vietnamese addressing terms are the class of terms that reflect
communicative characteristics of Vietnamese culture in a
sophisticated manner. They also transmit emotional and attitude
implication, the level of respect, familiarity and hierarchy
relationship among dialogue participants. For those MEPs at primary
level learning Vietnamese as the second language (SL), addressing
terms can be considered as one of the challenges, barriers in using the
language.

1.3. Under the current linguistics program of the general
education as well as the linguistics program of the general education
(issued together with Circular No. 32/2018/TT-BGD&DT dated
December 26, 2018 of the Minister of Education and Training), the
teaching contents of both such programs pay attention to the teaching
of addressing terms, the way to address to develop Vietnamese
capability and communication capacity of pupils at primary level.
1.4. Nevertheless, teaching of Vietnamese in general and
Vietnamese addressing terms in particular for Hmông pupils at
primary level in practice remains limited. The facts show that Hmông
pupils at primary level use Vietnamese, especially Vietnamese
addressing terms with lots of errors. From the above reasons, we have
selected the topic of the study “Teaching Vietnamese addressing
terms for Hmông ethnic pupils at primary level”.


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2. OBJECT AND SCOPE OF THE STUDY
2.1. Object of the study: The object of the thesis is the teaching of
Vietnamese addressing terms for Hmông ethnic pupils at primary
level.
2.2. Scope of the study: In this thesis, we only did the survey with
respect to Hmông ethnic pupils at certain full-day schools in Dien
Bien Province. We conducted a case study to have in-depth and
experiment surveys on teaching at three full-day primary schools in
Muong Nhe District, Dien Bien Province, namely Tran Van Tho
Primary School, Nam Po Primary School and Nam Ke No. 2 Primary
School.
3. AIMS AND ASSIGNMENT OF THE STUDY
3.1. Aims of the study: The thesis was developed with the aim to

propose and apply teaching methods to enhance the capability to use
Vietnamese addressing terms in communications for Hmông pupils at
primary level, contributing to the innovation of Vietnamese teaching
methods at primary schools as a second language.
3.2. Assignment of the study
(1) To systemize the theory in teaching of second language
and acquiring second language, addressing terms in Vietnamese
and Hmông language; (2) To conduct survey on teaching of
addressing terms (3) To propose the principles for teaching
Vietnamese addressing terms; to use a number of teaching
methodologies which are appropriate with the targeted pupils and
teaching contents; to develop and use exercise system to improve the
use of Vietnamese addressing terms for Hmông pupils at primary
level; and (4) To carry out pedagogical experiments.
4. METHODS OF THE STUDY
Methods of the study are mainly used during the development of
the thesis include: Field survey method; In-depth interview method;
Material analysis and synthesis method; Pedagogical experiment
method; and Statistics and data processing method.


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5. SCIENTIFIC HYPOTHESIS
Currently, Hmông pupils at primary level use Vietnamese
addressing terms with difficulty due to negative transfer
(interlingual) from the mother tongue. Therefore, if teachers use
positive teaching methods, and provide scientific exercise system
for Hmông pupils at primary level learning Vietnamese, they will
use Vietnamese addressing terms in communications in a more
effective way; then, it will help to improve their capacity of

communicating in Vietnamese, helping them to participate in social
activities with better confidence and convenience.
6. EXPECTED CONTRIBUTIONS OF THE STUDY
6.1. In terms of theory: The thesis compiles and analyses
research on Vietnamese teaching basing on the theory of second
language acquisition, the theory of error analysis; characteristics of
addressing terms, ways of addressing in Vietnamese in comparison
with Hmông language.
6.2. In practice: The thesis recommends appropriate teaching
methods for the targeted pupils at primary level being Hmông ethnic
children, develops and uses the system of exercises in teaching
addressing terms, ways of addressing in Vietnamese to improve the
communicative capability of Hmông ethnic pupils at primary level.
These solutions may be suggestions which provide references for
teachers at mountainous areas in teaching Vietnamese as a second
language.
7. STRUCTURE OF THE STUDY
In addition to the introduction, conclusions, the contents of the
thesis comprise of four chapters.
CHAPTER 1. OVERVIEW OF THE STUDY
1.1. STUDIES ON VIETNAMESE ADDRESSING TERMS
Addressing terms are an important class in each language and
have been researched by a number of linguists. Vietnamese addressing
terms also attract the attention of a few foreign researchers. In


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Vietnam, it can be said that, the research history of Vietnamese
addressing terms have been through over 350 years from the very first
pages of research by Alexandre de Rhodes. The study of Vietnamese

addressing terms may be divided into two short stages with theoretical
stages of the language: from structuralism to communication theories.
At the first stage, Vietnamese linguists such as Tran Trong Kim,
Nguyen Minh Thuyet, Nguyen Van Chien, Le Bien, etc. named words
used for addressing as “personal pronouns”. The second stage of
researching is closely linked with the term “addressing terms”. The
concept of addressing terms is wider in terms of scope than that of
personal pronouns and are studied from communication theories, from
the perspective of the social linguistics, etc. Typical for this orientation
of research are the following authors: Nguyen Van Chien, Nguyen Van
Khang, and Truong Thi Diem, etc.
1.2. THE STUDY OF TEACHING SECOND LANGUAGES
Language teaching methods are influenced by linguistic theory
and language learning theory. These two theories may be independent
or combined with each other to generate different teaching methods. In
the world, when language teaching methods are discussed, there are a
number of books focusing on in-depth researching of this topic. These
are namely “Approaches and Methods in Language Teaching” by Jack
C. Richards, Theodore S. Rodgers, “Fundamental Concepts of
Language teaching” by H. H. Stern, and “Teaching Language in
Context” by Alice Omaggio Hadley. Research materials have
summarized models of second language teaching from various
theories, analyzed social context and the role of its elements in
teaching second language. Besides, journals on second language
teaching of authors such as Jill Kerper Mora, Francis Mangubhai, and
James J. Asher, etc. should also be mentioned.
1.3. THE STUDY ON TEACHING VIETNAMESE AS THE
SECOND LANGUAGE
With respect to studies of Vietnamese as a second language,
Nguyen Thien Giap should be firstly mentioned with his book

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“Applications of Vietnamese study” (or “Những lĩnh vực ứng dụng
của Việt ngữ học” in Vietnamese), Nguyen Thi Phuong Thao with
book “Teaching language for general education level” (or “Dạy học
Ngữ văn ở trường phổ thông” in Vietnamese (Hanoi National
University Publishing House). These two books have introduced the
concepts of mother tongue, national language, second language,
foreign language; and the differences between learning the first
language and the second language.
1.4. THE STUDY OF VIETNAMESE FOR ETHNIC MINORITY
PUPILS AT PRIMARY LEVEL
Regarding methods of teaching Vietnamese for ethnic minority
pupils, researches on this topic remain quite subtle. Articles by
Nguyen Huu Hoanh, Ngo Thi Thanh Quy, and Nguyen Thi Thu
Thuy, etc. are among a few to be mentioned. With respect to
teaching Vietnamese for Hmông ethnic pupils, there are several
researches by Nguyen Dieu Thuong and Pham Hung Linh; Nguyen
Kien Tho, Dao Thien Xuan, etc. Besides, there some programs and
projects focusing on the studies and implementing pilot teaching
Vietnamese as a second language in bilingual and multilingual
environments in areas with different minority ethnic people.
CHAPTER 2. THEORETICAL AND PRACTICAL BASIS
OF TEACHING VIETNAMESE ADDRESSING TERMS FOR
HMÔNG ETHNIC PUPILS AT PRIMARY LEVEL
2.1. THEORETICAL BACKGROUND OF TEACHING
HMÔNG PUPILS AT PRIMARY LEVEL VIETNAMESE
ADDRESSING TERMS
2.1.1. Vietnamese with Hmông pupils at primary level

2.1.1.1. The role of Vietnamese toward Hmông pupils at primary level
Vietnamese is considered as the national language in the
Constitution. Vietnamese education and provision of education in
Vietnamese has been paid with special attention including teaching


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Vietnamese for minority ethnic pupils. Fluency in using Vietnamese
can be considered as a crucial key to help minority ethnic pupils to
get closer to opportunities of sustainable development of their lives.
2.1.1.2. Vietnamese as the second language for Hmông pupils at
primary level
From the viewpoints of language training specialists, it can be
seen that for Hmông pupils at primary level, Vietnamese can be
their mother tongue if one of their family members (father or
mother) is Vietnamese. Vietnamese can also be the native
language if those Hmông pupils were born in the community
speaking Vietnamese. Vietnamese can also be the second language
with Hmông pupils at primary level (purely Hmông) who live in a
Hmông language speaking environment. Most of Hmông pupils at
primary level at the schools under our survey’s coverage are
purely Hmông. They live in the environment with lack of
opportunity to communicate in Vietnamese. Hence, Vietnamese for
them is the second language.
2.1.2. Teaching Vietnamese addressing terms basing on the
second language acquisition theory
2.1.2.1. The concept on the second language acquisition
Some researchers reckon that it is necessary to distinguish
between naturalistic acquisition and instructed acquisition. In this

thesis, we conceive that acquisition of second language means the
process of learning, acquiring Vietnamese language for Hmông
pupils at primary level both within and outside schools, in either
cognitive or non-cognitive manner.
2.1.2.2. The stages of second language acquisition
Each stage of growth in human life is attached to typical features
in both physical, mental aspect and in attitude. Each of such stages if
reasonably made use for specific purpose, for instance, in development
of acquisition capacity of second language, will bring about significant
efficiency. Lenneberg (1967) believes that children can only acquire a
language best before their puberty. Krashen (1981) introduces five


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main stages of acquisition of a second language. Therefore, teachers
need to make use of the golden stage during the ages at primary level
of pupils to improve their capacity of language acquisition.
2.1.2.3. A number of factors influencing the second language
acquisition process
Language acquisition in general and acquisition of second
language in particular are the process, which is influenced, impacted
by various objective and subjective factors such as the natural
acquisition environment, causes, and learning attitude of pupils, etc.
Such factors should be taken into consideration by teachers in
organizing teaching of Vietnamese addressing terms for Hmông
pupils at primary level.
2.1.2.4. The role of error analysis with respect to teaching of
Vietnamese addressing terms
Researchers of second language acquisition consider that in
teaching second language, learners often make basic errors namely

interlingual errors and intralingual errors. Interlingual errors are the
results of negative transfer, caused by the influence the mother
tongue on the learning of the target language. Intralingual errors are
the result of the fact that “the learning of the target language is
incomplete or incorrect and this is completely not related to
interlingual causes”. In teaching of Vietnamese addressing terms of
Hmông pupils at primary level, it is necessary to pay attention to
interlingual errors and intralingual errors.
2.1.3. Addressing terms in Vietnamese and in Hmông language
2.1.3.1. The concepts of addressing and addressing terms
Basing on the statements of researchers on addressing, the thesis
endeavors to introduce the concept: addressing terms are words
within the vocabulary of a language used by the subject of
communications for self-reference (profession) or used for
referencing to the object of communication (call, address). In actual
speaking, the subject of communication may also use combinations
of words or similar expressions to profess and address.


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2.1.3.2. Comparison of Vietnamese addressing terms and
addressing terms in Hmông language in terms of systematic structural aspects
a) Vietnamese addressing terms
According to researchers, Vietnamese addressing terms include
personal pronouns, words expressing kindship relationships and
proper nouns, words expressing titles or professions in Vietnamese.
b) Addressing terms in Hmông language
- Personal pronouns in Hmông language are introduced by
author Lý Sheo Chúng1 as follows:
Singular

Pair
Plural
First person
Cur
Ưz
Pêz
Second person
Caox
Mêx
Mêx
Third person
Nưl
puôz
Puôz,
lươr
- Nouns expressing kinship relationships in Hmông language:
According to Lý Sheo Chúng, nouns of kinship relationships are
words expressing the relations within the family and clans, for
instance, “nav” (mother), “txir” (father), “tuz” (son), and “nxeik”
(daughter),
- The original Hmông language does not have words of titles and
professions. In recent years, from the actual development of the
society and the demand in communications, words of professions and
titles are borrowed from Vietnamese by way of importing
pronunciations of the Vietnamese equivalents.
c) Similarities and differences between Vietnamese
addressing terms and addressing terms in Hmông language
- Similarities: The systems of addressing terms in Vietnamese
and Hmông language both consist of two fundamental groups:
Personal pronouns and nouns of kinship relations.

Lý Sheo Chúng – Chief autidor (2007), Teaching curricula of H'Mong
language, Vietnam Education Publishing House, Hanoi.
1


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- Differences: The number of personal pronouns in Vietnamese
are more diversified than those of the Hmông language. Besides,
Vietnamese addressing terms reflect rich emotional features. In
contrary, addressing in Hmông language communications are neutral.
Communicators when selecting personal pronouns only need to pay
attention to two factors namely person and word forms.
2.1.3.3. Comparing Vietnamese addressing terms and addressing
terms of Hmông language in communication activities
a) Vietnamese addressing terms in communication activities
- The culture of addressing in Vietnamese communication:
Addressing is always set in a context attached to different cultural
contexts. Addressing in Vietnamese communications has some
cultural rules such as humble self-addressing, respectful referencing,
paying respect to seniors, hierarchy, and using addressing in a
family-like way, etc.
- Frequent ways of addressing: In practice, addressing words are
used in a flexible way: calling by sure name and first name; calling
by personal pronouns, words of kinship; titles; calling by kinship
words + name; or calling without addressing terms, etc.
b) Hmông addressing terms in communication activities
- The culture of addressing in Hmông communication: Hmông
people may not use addressing terms, or use such terms without
distinguishing hierarchy, relationship, attitude or emotion.
- The way of addressing of Hmông people: Currently, in the

communication culture of Hmông people, there are three different
ways of using addressing terms: (1) Using of personal pronouns in all
cases; (2) Using a combination of nouns of kinship/nouns of
professions, titles with personal pronouns; (3) Using kinship words,
words of titles, professions instead of addressing words to express
relationships, attitude, emotion of the speaker and dialogists. This is a
relatively new way of addressing which appears as cultural transfer
due to the influence of integration and economic development.


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c) Similarities and differences in the use of Vietnamese and
Hmông language addressing terms
- Similarities: Both nouns of kinship and nouns of professional
titles are used as addressing terms in Vietnamese and Hmông even
though it is not popular for Hmông people to use nouns of
professional titles in addressing.
- Differences: The rules of using addressing terms in Vietnamese
communications are more complicated than that of Hmông language,
these are originated from different cultural characteristics. The use of
Vietnamese addressing terms may be considered as a compulsory
requirement in communications while Hmông people communicating
in their mother tongue tend to simplify the language by not using
addressing terms.
2.2. PRACTICAL BACKGROUND OF TEACHING OF
VIETNAMESE ADDRESSING TERMS
2.2.1. Psychological and cognitive characteristics of Hmông
pupils at primary level
Hmông people usually trust in intuition. They are also very
positive and realistic which means only when they observe with

their own eyes, only have demand when they find it necessary.
Besides, most of Hmông people have innocent and simply way of
thinking. Psychology and awareness of Hmông pupils at primary
level carry the common characteristics of psychology and awareness
capability of children at the ages from 6 to 11. On the other hand,
Hmông pupils at primary level are good at imitating, easy to take up
and vulnerable. Such characters originate from their culture of not
being too conservative, acculturated from various sources.
2.2.2. Teaching of addressing terms in the overall linguistics
program of the general education
2.2.2.1. The contents of teaching addressing terms in the current
linguistics program of Vietnamese coursebooks
Teaching pupils addressing terms and ways of addressing for
the pupils to participate in communication activities throughout


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the classes, especially in teaching speaking skill for the pupils. In
Vietnamese coursebook for pupils at the 5 th grade, volume 1, there
are two units that introduce the lessons focusing on addressing
terms, namely “Pronouns” (week 9), “Personal pronouns” (week
11). Besides, addressing terms and ways of addressing are
incorporated in Reading texts, Writing, Storytelling, Vocabulary
and sentence exercises from the first grade to the fifth grade.
2.2.2.2. Requirements and the contents of teaching addressing
terms in the linguistics program of the general education (2018)
The linguistics program of the general education (2018)
determines that one of the objectives of the subject at primary level is
developing linguistic capability in all skills being reading, writing,
speaking and listening. Attention is paid specially to teaching of

addressing terms in the speaking-listening cluster. The program also
provides the general orientation on education and teaching methods
which are integrating and classifying teaching to uphold the
proactiveness and creativity in learning of pupils.
2.2.3. The current status of teaching Vietnamese addressing
terms for Hmông pupils at primary level
2.2.3.1. The objectives and the objects of the survey
We surveyed the teachers at three full-day primary schools in
Dien Bien Province being Tran Van Tho, Nam P and Nam Ke No. 2
primary schools by ways of questionnaire, class observations, and indepth interviews.
2.2.3.2. Methods of survey
We surveyed teachers using three methods: delivering
questionnaire, attending class hours for observation and in-depth
interviews.
2.2.3.3. Survey results
a) From questionnaire: We collected 127 questionnaires
delivered to teachers with the results as follows:
- Awareness of teachers about second language and teaching
methods of second language remains vague. Although most of the


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surveyed teachers (88.2%) stated that Vietnamese is the second
language with respect to Hmông pupils at primary level in their
classes, only a few (17.8%) could be able to provide correct methods
of teaching second language.
- Most teachers (92.7%) reckon that teaching of addressing
terms, ways of addressing to Hmông pupils at primary level is
essential. However, many of them (45.3%) believe that teaching
Hmông pupils at primary level addressing terms and ways of

addressing is very difficult.
- There are only a few (13.7%) teachers usually develop
additional appropriate exercises in teaching addressing terms and
ways of addressing for their targeted pupils. Only 24.8% of the
teachers usually integrate teaching of addressing terms in Vietnamese
lessons. Up to 51.4% of the teachers do not compare, collate
Vietnamese addressing terms and addressing terms in Hmông
language.
b) With respect to class hours observation: We participated in
12 class hours of Vietnamese language (06 class hours of the first
class, and 06 class hours of the fifth grade). Through class
observation, we found that, most teachers only use traditional
teaching methods such as presentation method, interview method,
etc. Teachers also did not frequently integrate the teaching of
Vietnamese addressing terms for the pupils. Comparison of
Vietnamese addressing terms with addressing terms in Hmông
language was almost absent or was ineffectively conducted. Error
corrections in using addressing terms for pupils remain ineffective.
c) With respect to interviews: Teachers all confirmed the
necessity of teaching addressing terms for Hmông pupils because
they frequently made mistakes in using addressing terms. However,
teaching faced challenges due to the lack of teaching materials, and
limitation in updating new teaching methods, etc.


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2.2.4. The current status in using Vietnamese addressing terms
with respect to Hmông pupils at primary level
2.2.4.1. Objectives and objects of the survey
In order to understand the Vietnamese speaking environment,

the status of using Vietnamese addressing terms of Hmông pupils at
primary level, we surveyed pupils at three primary schools from
September 2016 to April 2017.
2.2.4.2. Method of survey
We surveyed pupils by delivering questionnaire, exercises to
first grade pupils and fifth grade pupils.
2.2.4.3. Survey results
- In terms of Vietnamese communication environment, most of
the surveyed pupils (98%) only communicated in Hmông language
within their families. Many pupils (76.5%) occasionally exposed
themselves to informative, cultural and art publications and products
in Vietnamese. With respect to the interest in learning Vietnamese,
most of the pupils felt interested. Many of them thought that
addressing in Vietnamese is not difficult.
- The capability in using Vietnamese addressing terms by
Hmông pupils at the first grade: Many pupils were not very good at
using addressing terms subject to their roles in conversations, were
not aware of the relationship of the conversation participants through
the ways of using addressing terms, were not able to use addressing
terms in pre-set situations.
- The capability in using Vietnamese addressing terms by
Hmông pupils at the fifth grade: The capability in using addressing
terms of Hmông pupils at fifth grade was relatively good. Many
pupils were capable to use appropriate addressing terms for pre-set
situations. However, the capability in telling story with changes in
persons (using addressing terms subject to roles in conversations) and
identify, correct errors in using addressing terms remain limited.


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CHPATER 3. ORGANISING TEACHING OF VIETNAMESE
ADDRESSING TERMS FOR HMÔNG PUPILS
AT PRIMARY LEVEL
3.1. A NUMBER OF PRINCIPLES IN TEACHING
VIETNAMESE ADDRESSING TERMS FOR HMÔNG PUPILS
AT PRIMARY LEVEL
In teaching Vietnamese addressing terms for Hmông pupils at
primary level, it is necessary to pay attention to a number of the following
requirements: interlingual factor should be taken into account, natural
acquisition environment should be made use of, teaching in accordance
with the communicative perspective to create interest in pupils.
3.2. USING SOME METHODS IN TEACHING VIETNAMESE
ADDRESSING TERMS FOR HMÔNG PUPILS AT PRIMARY
LEVEL
Three teaching methods were used under the thesis to teach
Hmông pupils at primary level, namely total physical response,
roleplay and language analysis. Total physical response is the typical
method in teaching second language and suitable for application with
Hmông pupils at early levels of primary education. Roleplay is a
teaching method which has the advantage of developing
communication capability for pupils. Language analysis helps pupils
to better understand the language, the addressing culture in
Vietnamese through comparisons of similarities and differences
between the systems of addressing terms and ways of addressing in
Vietnamese and in Hmông language.
3.2.1. Total physical response
3.2.1.1. Viewpoint on total physical response approach
According to James Asher, the “father” of this teaching
method, physical response is a combination of all responses with
whole-body actions by the pupils. In this thesis, the focal total

physical response form is the total physical response with the body.
Through that, pupils are aware of the targeted conversers of
addressing, as well as understanding the conversation etiquette such
as greetings, expressing gratitude or apology, etc. Teachers may


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adopt this approach through different steps: Teachers to prepare for
the lessons; teachers to model, demonstrate; Pupils to Perform;
Teachers to correct and consolidate.
3.2.1.2. Adoption of total physical response in teaching Vietnamese
addressing terms
Total physical response may be adopted in different phases of
the teaching process: warm-up, formation of new knowledge,
practice and adoption. Example 1: “Lesson 1” (Letter “e”,
Vietnamese coursebook 1, volume 1) is the first lesson of pupils at
the primary level. Hence, teachers may adopt total physical response
approach to help their pupils to develop the habit of greeting their
teachers, classmates when the go to schools, and familiarize
themselves with the ways of addressing “thầy” (you - addressing a
male teacher)/ “cô” (you - addressing a female teacher)/ “em” (I/me –
self addressing when talking with teachers)/ “mình” (I/me – self
addressing when talking with classmates)/ “bạn” (you – addressing
the second dialogist). Example 2: When teaching the lesson “Painting
horses”, (Vietnamese coursebook 1, volume 2), teachers may use
total physical response approach in teaching pairs of addressing
terms such as “chị” (older sister) - “em” (younger sister/brother),
“bà” (grandmother) - “cháu” (grandson/granddaughter) in the new
knowledge development activity. Example 3: In teaching the lesson
“Mit writes a poem” (Vietnamese coursebook 2, volume 1), teachers

may adopt total physical response approach to expand to pairs of
addressing terms for the same hierarchy “tớ/mình/tôi” (I/me) “cậu/bạn/ấy” (you) in practice activities.
3.2.1.3. Some notes when using total physical response approach
This approach is mainly adopted in teaching pupils at early stage
of primary education. Teachers need to pay attention to class
management when adopting this approach.
3.2.2. Role play approach
3.2.2.1. Viewpoint on role play approach
In teaching Vietnamese, role playing is a method of teaching
that teachers arrange for pupils to play the roles in conversations to


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develop language capability. Role play is conducted in accordance
with the following steps: Teachers introduce assignments; Teachers
to provide guidance; Pupils to practice; Teachers and pupils to assess;
Teachers and pupils to draw out lessons on using addressing terms in
communicating in Vietnamese.
3.2.2.2. Adoption of role play approach
a) Role playing subject to coursebook’s linguistic materials
Role playing with coursebook’s linguistic materials helps
Hmông pupils at primary level to not only understand well the
lessons but also obtain language usage skills in specific
communication situations. For instance, when teaching the reading
text “Who is at fault?” (Vietnamese coursebook 3, volume 1),
adoption of role play approach helps pupils to use addressing terms
to express their respect, politeness with their classmates, even in
arguments or in irritating situations. Role play in the lesson “What is
the most precious?” (Vietnamese coursebook 5, volume 1) helps
pupils to argue in a civilized manner.

b) Role play in handling different communicative situations
Role play in handling different communicative situations may be
classified into different levels: conversationalizing available
linguistic materials, creatively write the ending for a conversation,
write a plot of conversation for an open situation. Examples may be
taken from the reading lesson namely the “Postman” (Vietnamese
coursebook 1, volume 2), or the lesson “The soccer game in the
street” (Vietnamese coursebook 3, volume 1) where teachers may
have their pupils played the roles to continue telling the stories.
3.2.2.3. Some notes when using role play approach
The play for role playing must ensure the timely, pertinent
characteristics in the teaching process. In addition, the plot for role
play must be positive and educationally effective.
3.2.3. Language analysis approach
3.2.3.1. Viewpoint on language analysis
Language analysis approach means teachers will provide
language materials and organize their pupils to find out, arrange


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language phenomena into certain categories and clarify their typical
features. In teaching Vietnamese addressing terms for Hmông pupils
at primary level, it is necessary to pay attention to analysis of
differences of the addressing systems, ways of addressing between
Vietnamese and Hmông language. This is to show typical
characteristics of addressing terms and ways of addressing in
Vietnamese as a language. This approach is conducted in accordance
with the following steps: Teachers to provide linguistic materials for
analysis; Teachers to guide pupils to observe and analyze the
linguistic materials; Pupils then will develop the theory concept of

addressing terms; The theory will be then consolidated and adopted
in the use of addressing terms in practice.
3.2.3.2. Adoption of language analysis approach
For example, in the lesson “Synonyms” (Vietnamese
coursebook 5), Teachers may integrate the teaching of addressing
terms for the same targeted dialogist. In the lesson namely “Personal
pronouns” (Vietnamese coursebook 5), the language analysis
approach will help pupils to recognize the differences between
Vietnamese personal pronouns and those pronouns in Hmông
language.
3.2.3.3. Some notes when using language analysis approach
Linguistic factors (Vietnamese addressing terms) are selected
for adoption of language analysis need to contain distinctive
features as compared to addressing terms on Hmông language.
3.3. DEVELOPMENT OF VIETNAMESE ADDRESSING
TERM EXERCISES FOR HMÔNG PUPILS AT PRIMARY
LEVEL
3.3.1. Structure of exercises in teaching Vietnamese addressing
terms
Exercises used for teaching Hmông pupils at primary level
Vietnamese addressing terms are developed to resolve interlingual
problems between the two different addressing term systems. These
types of exercises are not common in coursebooks. Thus, it will help


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to diversify the opportunity for practicing addressing terms, ways of
addressing for pupils. The thesis provides guidance to teachers the
way to develop the system of exercises for Hmông pupils at primary
level and introduces 50 specific examples of exercises. The system

of exercises for teaching of Vietnamese addressing terms for Hmông
pupils at primary level is divided into four categories and a number
of types. The diagram of the system of exercises is shown below:
The system of exercises for teaching of
Vietnamese addressing terms for H’Mong pupils
at primary level

Category 1
Identify
addressing
terms

1a

1b 1c

Category 3
Activate
addressing
terms

Category 2
Systemise
addressing
terms

2a 2b

2c

2c

3a 3b 3c 3d

Category
4
Correct
errors

4a 4b

4c

In the first category, there are types of exercises: 1a: Identify
meaning, role, person, form of addressing terms; 1b: Identify
emotion, attitude through addressing terms; 1c: Identify
appropriateness of addressing terms with time, space and
conversational situation. Category 2 has the following types of
exercises: 2a: Systemize addressing terms subject to roles and
genders; 2b: Systemize addressing terms subject to persons; 2c:
Systemize addressing terms subject to forms; 2d: Systemize
addressing terms via comparison with Hmông language. Category 3
has following types: 3a: Use addressing terms subject to samples; 3b:
Use addressing terms subject to different conversational situations;
3c: Change addressing terms subject to persons and roles; 3d: Use


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Vietnamese addressing terms by comparing with Hmông language.
Category 4 has the following types of exercises: 4a: Correct errors of

missing addressing terms; 4b: Correct errors of inappropriate uses of
addressing terms with respect to relationship, attitude in
conversations; 4c: Correct errors in combination of addressing terms.
3.3.2. Description of exercises
3.3.2.1. Exercise for identifying addressing terms
This category is aimed at developing understanding about
addressing terms for pupils, helping them to identify the
meanings of addressing terms in speaking, identify their
conversational roles, persons and forms; attitude, emotion
presented in the ways of using Vietnamese addressing words.
3.3.2.2. Exercises for systemizing addressing terms
Exercises for systemizing addressing terms are aimed at
helping pupils to step by step arrange, refer to their knowledge
about Vietnamese addressing terms in specific conversional areas.
3.3.2.3. Exercises for activating addressing terms
This category helps pupils to familiarize themselves to the use of
addressing terms in specific conversional circumstances.
3.3.2.4. Exercises for correcting errors in using addressing terms
This category guides pupils in correcting certain errors that they
normally make when they use Vietnamese addressing terms, such
errors derive from differences between the systems of addressing
terms, ways of addressing between Vietnamese and Hmông
language.
3.3.3. Adoption of exercises in practical teaching of Vietnamese
addressing terms for Hmông pupils at primary level
The exercises are mainly used from the second lesson or class
hour. Exercises may be used flexibly during reading classes,
storytelling, vocabulary and sentence practicing hours and writing
classes.

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CHAPTER 4. PEDAGOGICAL EXPERIMENT
4.1. THE OBJECTIVES OF PEDAGOGICAL EXPERIMENT
The objectives of experiment are to examine the feasibility of
recommended teaching methods and the supplementary exercises.
4.2. THE TARGETS OF EXPERIMENT AND TIME OF
EXPERIMENT
4.2.1. The targets of experiment
- Respondents are first grade and fifth grade pupils of 3 full-day
primary schools in Muong Nhe District, Bien Bien Province: Tran Van
Tho Primary School, Nam Po Primary School, and Nam Ke No. 2
Primary School. The reason for us to select Hmông pupils at first grade
because first grade pupils just commence their education and
Vietnamese addressing terms are new to them in order to be
appropriately used. On the other hand, addressing terms are important
and basic class of vocabulary which needs to be taught immediately for
those pupils for them to be confident, proactive in participating
communication activities at school and in society. We also experimented
on the fifth-grade pupils as in Vietnamese coursebook 5, volume 1,
pupils will learn two lessons which are directly related to addressing
terms: Pronouns (week 9) and Personal pronouns (week 11).
4.2.2. Time of experiment
The time of experiment was from June 2017 until May 2018.
4.3. THE CONTENTS AND METHODS TO IMPLEMENT
THE EXPERIMENT
4.3.1. The contents of the experiment
- With respect to the firstgrade pupils, we experimented 04
lessons: 01 lesson to get to know letters (“Lesson 1: letter “e”), 02
lessons of reading texts (“Come in” and the “Postman”) and designed

01 supplementary lesson “Love in the family”.
- With respect to fifth grade pupils, we experimented 04 lessons:
01 storytelling lesson (“the hero, Ly Tu Trong”), 01 lesson of reading
text (“What is the most precious”), 02 lessons of vocabulary and
sentence practice (“Pronouns” and “Personal pronouns”).


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4.3.2. Methods for experiment
The experiment process was carried out in accordance with the
following steps: Step 1: Development of experiment plan; Step 2:
Test and assessment of input quality of pupils prior to experiment;
Step 3: Organization of teaching sessions; Step 4: Compilation and
processing of data and evaluation.
4.4. CRITERIA FOR EVALUATION OF THE EXPERIMENT
With respect to first grade pupils, we assessed their use of
addressing terms by two ways: interviewing their uses of addressing
terms; and let the pupils do exercises about addressing terms. With
respect to fifth grade pupils, we assessed their uses of addressing
words by way of exercise papers.
4.5. METHODS TO PROCESS WITH THE EXPERIMENT
RESULTS
We processed the experiment results by using mathematic
statistics in education science. When simulating on the frequency
distribution line, we recognized that the percentage (%) of pupils
having grades below average (1, 2, 3, 4, 5) of the experimented
group is lower than that of the control group and the percentage (%)
of pupils having good and very good grades (7, 8, 9, 10) of the
experimented group is higher than that of the control group.
4.6. GENERAL EVALUATION OF THE EXPERIMENT

PROCESS
- In terms of lesson design: During the training sessions and
experiment, many teachers tried to teach pupils Vietnamese
addressing terms in a number of Vietnamese lessons.
- In terms of the teachers: At the first experimenting class
hours, teachers were confused in using the total physical response
and language analysis. Later, they became more familiar and used
these approaches in a smooth and appropriate way. Teachers know
how to use exercises of addressing terms, ways of addressing for
Hmông pupils at primary level in a flexible way.


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- In terms of pupils: Most of the pupils participating the
experiment were enthusiastic and willing to learn with new
approaches. The pupils had the opportunity to participate in
communication activities and to express themselves. They did
exercises to practice addressing terms in Vietnamese communication.
Thus, their capability in using Vietnamese has been improved.
- The experiment experience of the thesis’ recommendations
during class hours was relatively smooth, which has proven that
such recommendations are positive and feasible.
CONCLUSIONS AND RECOMMENDATIONS
CONCLUSIONS
1. The thesis has summarized, analyzed the viewpoints of
researches with respect to Vietnamese addressing terms, teaching
methods of second language as well as the process of second
language acquisition. Then, we believe that, teaching of Vietnamese
addressing terms for Hmông pupils at primary level should take into
consideration basic factors such as the differences between the

systems of Vietnamese addressing terms and that of Hmông
language, making use of and developing the environment for
acquisition of Vietnamese language as a natural environment of
acquisition right the place where the pupils live, enhancing the role of
visual factor in teaching Vietnamese for Hmông pupils at primary
level, creating friendly and convenient environment for language
development of the pupils.
2. The thesis surveyed the requirements to be satisfied and
the contents of the current linguistics program of the general
education and the current linguistics program of the general
education (2018). Then, it could be seen that teaching Vietnamese
addressing terms have attracted attention and has been developed
throughout the education level in both programs. Both programs
introduce differentiated instruction concept and mention the need
to develop the contents and use methods and ways of teaching


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suitable to different targeted groups of pupils. We have surveyed
the actual status of teaching Vietnamese in general and
addressing terms in particular in a number of full-day primary
schools (in Dien Bien Province). The results show that many
teachers have yet thoroughly understood about second language,
and second language teaching methods and were confused in
preparing teaching curricula for Hmông pupils. The situation of
using Vietnamese addressing terms by Hmông pupils at the
beginning and the end of the primary education remains with a
lot of limit. Pupils make various interlingual errors such as not
using addressing terms in communications, using addressing
terms for wrong person, role, and context of emotion.

3. From the actual practice of teaching Vietnamese in general, and
teaching of Vietnamese addressing terms in particular for Hmông
pupils at primary level remains inadequate, the thesis has introduced
solutions to improve the capability of using Vietnamese addressing
terms for Hmông pupils at primary level. The thesis focuses on two
main solutions, which are using teaching methods and development of
exercises. The thesis has identified the principles in teaching
Vietnamese addressing terms for Hmông pupils at primary level. Then,
it recommends selection of appropriate teaching methods which are
total physical responses, role play and language analysis. In each
method, we presented the key points as follows: our perspectives with
respect to the related method, steps to implement, adopt the related
method in teaching Vietnamese addressing terms. The system of
exercises to practice Vietnamese addressing terms for Hmông pupils at
primary level in reading, writing, speaking and listening activities. We
have proposed the ways to use such exercises in teaching different
subjects under the linguistic main subject.
4. The feasibility of the thesis topic is confirmed via teaching
experiment in 03 primary schools in Dien Bien Province. The
results of teaching experiment show that the learning efficiency of
the experimented classes is higher than that of the control classes.