Teach English in Gahai Zhen - Haixi Mengguzu Zangzu Zizhizhou

Problems for Learners in Vietnam. ITTT Summative Task. By Mark Runco, Hanoi, Vietnam, 2018 “Crash! ‘One Hundred and Thirty People Killed in a Vehicle Ramming Terrerist Attack in France.’ Hundreds die every day in Vietnam from driving conditions and nobody gives a damn.” Freshman student, Hanoi, University Presentation Class, 2016 I had been teaching at an university in Hanoi, Vietnam for over a year. I had given a Speaking Presentation assignment to use “Analogy- comparing and contrasting” as the “Language Point” for the lesson. I had already “modeled” and “drilled” the students about the importance of “Eye contact, gesture and the voice” during a “Study Phase” with saticfactory results. However, during the “Activate Phase” of the lesson this student’s profound statement was the most cathartic teaching experience that I ever had sending chills down my spine—he was right! At the conclusion of the student’s presentation I gave the most glorious “feedback” to the student. This experience was an epiphany that I, the English teacher in a developing country should be more sensitive and understanding to the “Culture” of the students. In addition to the endemic cultural problems for Vietnamese learners there are several academic challenges with “Vocabulary, grammar and functions”. “Idioms” are quite often mistranslated and misunderstood, e.g.., “I got shotgun,” does not mean that the speaker has a gun. The Vietnamese learner struggles to answer “negative questions” correctly and often responding with the exact opposite of their intended meaning. The Vietnamese Language adds a word in front of a noun to signify the plural, or a third person singular present tense verb. In the “reproductive” skills, adding the “s,-es, -ies” is often omitted when reading aloud, and quite often omitted during a “productive” skills of speaking and writing. Subsequently, after the plural or third person singular present verb form is learned the vocalized /z/ sound in often substituted with an unvocalized /s/ sound for pronunciation. For Vietnames learners there is minimun control of the all vocalized sounds of the English Language . The pronunciation problems Vietnamese learners have are with some of the basic phonemes such as the θ, and ð (“th” voiced and unvoiced) sounds: /f/, /ʃ/, /r/, /tʃ/, and /dʒ/. Further linquistic skills that will lead to miscommunication are: intonation, word stress, articulating some vowel sounds, vowel duration-- long and short, all stop sounds (gluttal), producing distinguishable allophones t-d, p-b, k-g, and linking, e.g., ship or sheep (si/p or see/p), in-ter’ pre-ter or in’der-per-der. There are several teaching techniques to assist the learner with pronunciation such as: “Pronunciation exercises and drills”, “Charts of the articulators and vocal tract”, “tongue twisters” and “Creative devices and model demonstrations”, e.g.., holding a piece of paper in front of the mouth to demonstrate breath control. Many of the pronunciation problems are extended from learners imitating Vietnamese teachers as “models”. In contrast, many students whom have had the privilige to study at learning centers (that hire native speakers) are an execption. In conjunction, students whom have been exposed to hours of “Authentic” materials such as The Disney Channel and Cartoon Network have modeled and produce their pronunciation and fluency skills proficiently. The costs of “Course Books and Materials” are certainly a consideration in a developing country such a Vietnam. The problem for the Vietnamese learner is that the books are usually all downloaded or photocopied, reduced and printed in black and white to save costs for the learners of lower econmic status. This amplifies the problem of using course books that are already boring and henseforth difficult to read the small and blurry print. Practical writing implements are problematic for the Vietnamese pupil. They are groomed from elementury school to use a fountain pen and writing in a style of calligraphy that is messy on the hands and time consuming both in the actual printing and refilling the ink. This is another cultural practice that hinders the development of learning English at a western pace and has to be adjusted for the childrens’ classes. Something as simple as finding good pencils is a problem here in Vietnam. The pencils available at bookstores are made in China with very low-grade materials for a Vietnamese market. The lead points easily break during writing, or trying to resharpen. Evidently, there are cultural practices that hinder the learners of English in Vietnam. “A willingness to ask questions” is practically nonexistant. Students need reprogrammed to be able to freely express themselves with their new language—to participate. “A desire to experiment...”, or “An ability to think about their own learning process and methods” is a cultural phenomenon that forbids such practices for the learners in their first language learning environments. Therefore, the only students that are excited about learning are those whom have had foriegn teacher exposure—freedom to think, i.e., using their new language creatively. The TEFL course accurately describes this problem in the “Culture and first language” heading of Unit 1. The problem for learners’ motivation in Vietnam is they feel that they have to learn; not that they want to learn. Why do parents send their children to English courses, or why do college level students feel they need to continue studying English? My personal surveys have revealed that most students are studying English “For future career prospects”. Some study English “For travel purposes”, or “Out of interest in languages”. However, 90% of young adults answered affirmatively to “To study or live in an English speaking country”. A followup anonymous survey reveals that nearly all of those students whom if given the oppertunity to study abroad-- will not return. They are despairingly motivated which is limiting and takes away any adventure or enjoyment out of the learning process. The need to advance their English skills is to pass the IELTS exam to study abroad. They need a passing score to be accepted into a foreign university and to aquire the necessary exit visa from the Vietnamese government. “Brain Drain”, is a common metaphor expressing that the more educated Vietnamese will study, live and apply their skills elsewhere. They simply want a better life than that which Vietnam can offer and English Language profeciency is their only ticket out. In any event, the problems for learners in Vietnam whether it be academic, social, or cultural...the teachers should be sensitive to; and aware of the students’ customs and differences to affect the success of a lesson, a course--term--semester, or any learning of English Language as a second language endevour. A foreign teacher of English can design an impecible ESA lesson plan and present the lesson with exemplary charismatic skills and the Vietnamese student still retain the lesson half hearted. Teaching before understanding the problems of whom you are teaching would be putting the cart before the horse. These students and parents of students realize they are living in a country of a decadent political dogma—extremetly corrupt, leaving its citizens exposed to pollution, and carcinogens in food and beverages without concern or regulation; with the hospitals packed and a population of young and old dropping like flies. Traffic violations are only enforced when a corrupt officer needs the money from ticketing an infraction leaving the potentially fatal dangers running rampant at the cusp of anarchy. Students arrive to class on crutches, limping, or not at all because they are in the hospital recovering from an unknown stomach virus, or from a motorbike accident. What’s the problem for learners in Vietnam? They need teachers who genuinly care about; and understand their condition to motivate them. What’s the “Language Point”? How to survive?—through English.