| DANH MỤC TÀI LIỆU NGÀNH THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH |
| STT |
Mã học phần |
Tên học phần |
Tên giáo trình / tài liệu tham khảo |
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NN.PA.503 (NNPA 527) |
PHƯƠNG PHÁP NGHIÊN CỨU KHOA HỌC TRONG DẠY - HỌC NGOẠI NGỮ (Research in Language Education) |
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Tài liệu học tập |
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[1]. Cohen, D. K., Manion, L. & Morrison, K. (2018). Research methods in education (8th ed). Routledge. |
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[2]. Paltridge, B., & Phakiti, A. (2018). Research methods in Applied Linguistics. Bloomsbury Academic. |
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10.2. Tài liệu tham khảo |
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[1]. Newman L.W. (2014). Social research methods: Qualitative and quantitative approaches (7th ed). Pearson. |
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[2]. Rose, H., & McKinley, J. (2020). The Routledge handbook of research methods in Applied Linguistics. Routledge. |
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NN.PA.504 |
VIẾT TIẾNG ANH HỌC THUẬT
(ACADEMIC WRITING) |
. Tài liệu học tập |
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1. Swales, J. M. & Feak, C.B. (2007). Academic Writing for Postgraduate Students – Essential Tasks and Skills. The University of Michigan Press. |
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10.2. Tài liệu tham khảo |
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1. Bailey, S. (2015). Academic Writing: a Handbook for International Students (4th Edition). Routledge. |
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2. Green. S & Lidinsky. A. (2012). Inquiry to Academic Writing: A Text and Reader (2nd Edition). Bedford/St. Martin's Boston - New York |
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3. Leki, I. (2009). Academic Writing: Exploring Processes and Strategies. Cambridge university press. |
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4. Plata, S.M., Mirador, J.F., Dayag, D.T., Chua, H.F.C. (2004). Thinking and Writing Research: A Complete Guide to Independent Research Paper Writing. De La Salle University Press, Inc. |
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5. Storch, N. (2003). Thesis Writing for ESL Students. University of Melbourne Press. |
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6. Publication Manual of the American Psychological Association (5th Edition). (2003). Washington, DC: American Psychological Association. |
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7. Truong, B. L & Ton, N.N.H (2015). Academic writing – a Guidebook for Postgraduate Students. Hue University Publishing house. |
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A collection of readings: Articles on TESOL downloaded from the internet and online journals such as TESOL Journals, TESOL Quarterly, Asia TEFL, |
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Useful Links: |
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1. The Owl At Purdue: Paraphrase: Write It In Your Own Words |
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2. University College-Writing Workshop: Paraphrase and Summary |
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3. Plagiarism: How to Paraphrase Properly |
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4. The Writing Center: Quoting and Paraphrasing Sources. (The University of Wisconsin-Madison) |
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5. Writing Guides: Paraphrasing Source Material. (Colorado State University) |
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6. Paraphrasing Tutorial: Paraphrasing Tips. (Dalhouse University) |
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7. Research Resources: How to Paraphrase Properly. |
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8. Educational Services for Students: How to Paraphrase. (Case Western Reserve University) |
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NN.PA.505 |
NGÔN NGỮ, VĂN HÓA VÀ XÃ HỘI (Language, Culture and Society) |
Tài liệu bắt buộc: |
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Salzmann, Z., Stanlaw, J., & Adachi, N. (2012). Language, Culture and Society: an introduction to linguistic anthropology (5th ed.). Westview Press. |
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5.2 Tài liệu tham khảo: |
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Language Contact |
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Cerruti, M. (2014). From Language Contact to Language Variation: A Case of Contact- |
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Induced Grammaticalization in Italo-Romance. journal of language contact, 7, 288-308. doi:10.1163/19552629-00702003 |
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Guerini, F. (2014). Language contact, language mixing and identity: The Akan spoken by Ghanaian immigrants in northern Italy. International Journal of Bilingualism, 18(4), 363–383. |
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Hiramoto, M., & Park, J. S.-Y. (2014). Anxiety, insecurity, and border crossing: Language contact in a globalizing world. Journal of Asian Paci c Communication, 24(2), 141–151. doi:10.1075/japc.24.2.001int |
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Mapunda, G., & Rosendal, T. (2015). Borrowing in Tanzanian ngoni lexicon: Some semantic trends in a language contact situation. Language Matters, 46(2), 180-194. |
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doi:10.1080/10228195.2015.10160939 |
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Nutzel, D., & Salmons, J. (2011). Language Contact and New Dialect Formation: Evidence from German in North America. Language and Linguistics Compass, 5(10), 705–717. doi:10.1111/j.1749-818x.2011.00308.x |
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Riehl, C. M. (2015). Language attrition, language contact and the concept of relic variety: the case of Barossa German. International Journal of the Sociology of Language, 236, 261–293. doi:10.1515/ijsl-2015-0028 |
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Rizzo, A. (2008). Translation and language contact in multicultural settings. European Journal of English Studies, 12(1), 49-57. doi:10.1080/13825570801900539 |
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Tuan., L. T. (2009). Building Vietnamese Medical Terminology via Language Contact. Australian Journal of Linguistics, 29(3), 315 336. doi:10.1080/07268600902823136 |
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Vennemann, T. (2011). English as a Contact Language: Typology and Comparison. Anglia - Zeitschrift fr englische Philologie, 129(3-4), 217-257. doi:10.1515/angl.2011.084 |
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Culture as cognition |
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Amundson, R. (1982). Science, Ethnoscience, and Ethnocentrism. Philosophy of Science, 49(2), 236-250. |
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DiMaggio, P. (1997). Culture and Cognition. Annual Review of Sociology, 23, 263-287. |
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Grossmann, I., & Varnum, M. E. W. (2011). Social Class, Culture, and Cognition. Social Psychological and Personality Science, 2(1), 81-89. doi:10.1177/1948550610377119 |
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Muggleton, N. G., & Banissy, M. J. (2014). Culture and Cognition. Cognitive Neuroscience, 5(1), 1-2. doi:10.1080/17588928.2014.885781 |
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Voget, F. W. (1980). Ethnoscience versus the survey: Steps for gathering |
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data. Reviews in Anthropology, 7(1), 21-34. doi:10.1080/00988157.1980.9977479 |
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Synesthesia |
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Spector, F., & Maurer, D. (2009). Synesthesia: A New Approach to Understanding the Development of Perception. Developmental Psychology, 45(1), 175–189. doi:10.1037/a0014171 |
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Witthoft, N., & Winawer, J. (2013). Learning, Memory, and Synesthesia. Psychological Science, 24(3), 258–265. |
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Language planning & EIL |
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Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56 (1), 57-64. |
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Baldauf, R. B., Kaplan, R. B., & Kamwangamalu, N. (2010). Language planning and its problems. Current Issues in Language Planning, 11(4), 430-438. doi:10.1080/14664208.2010.550099 |
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Chua, S. K. C. (2010). Singapore's language policy and its globalised concept of Bi(tri)lingualism. Current Issues in Language Planning, 11(4), 413-429. doi:10.1080/14664208.2010.546055 |
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Dang, T. K. A., Nguyen, H. T. M., & Le, T. T. T. (2013). The impacts of globalisation on EFL teacher education through English as a medium of instruction: an example from Vietnam. Current Issues in Language Planning, 14(1), 52-72. doi:10.1080/14664208.2013.780321 |
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Gee, J.P. (1989). Literacy, Discourse, and Linguistics: Introduction. Journal of Education, 17(1), 5-17. |
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McKay, S. L. (2004). Teaching English as an international language: the role of culture in Asian contexts. The Journal of Asia TEFL, 1(1), 1-22. |
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Pham Hoa Hiep (2001). A Second Look at the Question of the Ownership of English. Teacher's Edition, 7, 4-10. |
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Rubdy, R. (2009). Reclaiming the local in teaching EIL. Language and Intercultural Communication, 9(3), 156-174. doi:10.1080/14708470902748822 |
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Yule, G. (1996). The study of language. UK: CUP. |
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NN.PA.506 |
Nguyên Lý Giảng Dạy Tiếng Anh(Principles of English Language Teaching ) |
Tài liệu học tập |
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[1]. Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed.). New York: Pearson Education. |
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[2]. Bante, M. A., Manuel, B. R. B., & Nanquil, L. (2021). Improving Language Teaching through 6 Principles: A TESOL Book Review. In Linguistic Forum-A Journal of Linguistics (Vol. 3, No. 4, pp. 1-2). |
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[3]. Bakhreddinovna, G. M. (2020). The interactive methods and principles of foreign language teaching. International Journal on Integrated Education, 3(1), 77-79. |
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[4]. Cho, Y. A., & Kim, Y. (2019). The relationship between self-efficacy beliefs and self-regulated learning strategies in Korean EFL learners. The Linguistic Association of Korea Journal, 27(3), 53-74. |
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[5]. Kolb, A., & Raith, T. (2018). Principles and Methods—Focus on Learners, Content and Tasks. In Teaching English as a foreign language (pp. 195-209). JB Metzler, Stuttgart. |
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[6] Le Pham Hoai Huong (2008). Chapter 7: English discussion groups in a university class in Vietnam: Classroom management and its outcomes (73-84). In T. S .C. Farrell (Ed). Classroom Management. Alexandria: TESOL Inc., USA. |
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[7] Le Pham Hoai Huong (2020). The role of mediation in classroom interaction (139-156). Lee, H., & Spolsky, B. (Eds.). (2020). Localizing Global English: Asian Perspectives and Practices. London: Routledge. |
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[8] Le Pham Hoai Huong & Bui Phu Hung (2021). Mediation of digital tools in English learning. LEARN Journal, 14(2), 512-528. |
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[9]. Li, M. (2020). Multimodal pedagogy in TESOL teacher education: students’ perspectives. System, 94, 102337. |
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[10]. Hartono, H., Suparto, S., & Hassan, A. (2021). Language: a ‘mirror’of the culture and its application English language teaching. Linguistics and Culture Review, 5(1), 93-103. |
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10.2. Tài liệu tham khảo |
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[1] Lê Phạm Hoài Hương, Nguyễn Văn Huy, Phan Quỳnh Như, Nguyễn Thị Bảo Trang (2020). Principles and practice in ELT (Nguyên lý và thực hành giảng dạy tiếng Anh). ĐH Huế: Nhà xuất bản Đại Học Huế. |
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[2]. Harmer, J. (2015). The practice of English language teaching (5th ed.). London: Pearson. |
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Ngôn ngữ học Đại cương ( General linguistics) |
Tài liệu học tập |
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[1]. Asher, R.E. (Editor-in-Chief), The encyclopedia of language and linguistics. Vol.4. Great Britain: Pergamon Press. pp, 1893-1971, 1988-1992, 1999-2010, 2214-2234, 1994. |
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[2] Berezin, F.M., Lectures on linguistics. Moscow: Higher School Publishing House. Lecturer 1, 1969. Chapter 1, 3, 5. |
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[3] Block, Bernard and Geoge L. Trager, Outline of linguistics analysis, Linguistics Society of America, 1942. Chapter 1, 2. |
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[4] Brinton, L. J. (2000). The structure of modern English – A linguistic introduction. Amsterdam: John Benjamins |
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[5] Crystal, D., Linguistics. England: Penguin Books, 1980. Chapter 1, 4. |
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[6] Crystal, D., Cambridge Encyclopedia of Language. Cambridge: CUP, 1987. Chapter 1, 2, 6. |
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[7] Francis, W.N., The Structure Of American English. New York: The Ronald Press Company. Chapter 2, 3, 4, 5, 6, 7. 1958. |
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[8] Kasevich, V.B., NHỮNG YẾU TỐ CƠ SỞ CỦA NGÔN NGỮ HỌC ĐẠI CƯƠNG, NXBGiáo dục, Hà Nội, 1998. Chapter 1, 4. |
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[9] Keller, Joseph R., Linguistics theory and the study of English : A SELECTIVE OUTLINE, Burgess Publishing Company, 1970. Chapter 1, 5. |
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[10] Lyons, J., Introduction to theoretical linguistics. Great Britain: CUP. Chapter 1, 1968. |
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[11] Nguyen Thien Giap, Co so ngon ngu hoc. NXB Khoa hoc xa hoi, Ha Noi, 1998. Chapter 1, 5. |
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[12] O’ Grady, William , Michael Dobrovosky, and Mark Aronoff, Contemporary linguistics : An introduction, Saint Martin’ s Press New York, 1993. Chapter 1, 2. |
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[13] Rozdextvenxki, Iu.V, Nhung Bai Giang Ngon Ngu Hoc Dai Cuong, NXB Giao duc. Ha Noi. Bai giang 2, Bai giang 3, Bai giang 4, 1997 . |
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[14] Saussure, Ferdinand de, Giao Trinh Ngon Ngu Hoc Dai Cuong. NXB Khoa hoc xa hoi, Ha Noi. Phan Dan luan: Chuong III; Phan thu nhat: Nguyen ly: Chuong I, 1973. |
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[15] Vien Thong tin Khoa hoc Xa hoi, Ngon Ngu Hoc. Khuynh Huong - Linh Vuc Khai Niem. Tap I. NXB Khoa hoc xa hoi. Phan 1: Cac khuynh huong ngon ngu hoc tr. 19-155, 1984. |
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[16] Widdowson, H.G., Linguistics. OUP. Chapter 1, 1996. |
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[17] Xtepanov, Ju.X, Nhung Co So Cua Ngon Ngu Hoc Dai Cuong. NXB Dal hoc va Trung hoc chuyen nghiep.Ha Noi. Phan Ngon ngu va xa hoi. Chuong I-III. Phan Ngon ngu la doi tuong cua Iy luan. Chuong I.. 1977. |
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10.2. Tài liệu tham khảo |
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[1]. Carter, R., & McCarthy, M. (2000). Exploring Grammar in Context. Cambridge: Cambridge University Press. |
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[2] Blakemore,D, Understanding Utterances: An Introduction To Pragmatics. Blackwell,1992. Chapter 3, 5. |
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[3] Clark, J. and C,Yallop, An Introduction To Phonetics And Phonology. 2nd edition. Blackwell, 1995. Chapter 1, 2. |
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[4] Do Huu Chau (chu bien), Dai Cuong Ngon Ngu Hoc. Tap Hai. NXB Giao duc. Ha Noi. 1993. Chapter 1, 4. |
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[5] Halliday, M.A.K., An Introduction To Functional Grammar. 4nd edition. Edward Arnold, 2004, 2014. Chapter 1, 2. |
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[6] Palmer, F., Semantics. 2nd edition. Cambridge: CUP. 1998. Chapter 1, 3. |
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[7] Yule, G., Pragmatics. Oxford: CUP, 1997. Chapter 1, 5. |
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NN.PA.508 |
TIẾNG ANH CHUYÊN NGÀNH (ENGLISH FOR SPECIFIC PURPOSES) |
. Tài liệu học tập |
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[1]. Basturkmen, H. (2006). Ideas and options in English for specific purposes. New Jersey: Lawrence Erlbaum. |
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[2]. Gollin-Kies, S., Hall, D., & Moore, S. (2015). Language for specific purposes. London: Palgrave. |
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[3]. James, D. B. (2016). Introducing needs analysis and English for specific purposes. Publisher: Routledge |
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10.2. Tài liệu tham khảo |
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[4]. Basturkmen, H. (2010). English for Medical Doctor in Developing Courses. English for Specific Purposes, pp.88-106. New York, N. Y.: Palmgrave. |
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[5]. Basturkmen, H. (2010). English for the Police in Basturkmen in Developing Courses. English for Specific Purposes, pp.71-86. New York, N. Y.: Palmgrave. |
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[6]. Basturkmen, H. (2010). Investigating Specialist Discourse in Basturkmen, H. (2010). Developing Courses. English for Specific Purposes, pp. 36-49. New York, N. Y.: Palmgrave. [7]. Cowling, J. (2007). Planning a syllabus for a series of intensive work |
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[8]. Kasim, H., & Ali, F. (2010). English communicative events & skills needed at the workplace. English for Specific Purposes, 29, 168-182. |
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NN.PA.509 |
Phát triển năng lực ngữ dụng cho người học tiếng Anh như ngoại ngữ (Pragmatic Competence Development) |
Tài liệu bắt buộc: |
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Pham, T.H.N. (2014a). Pragmatics for language teachers – Developing pragmatic competence for EFL learners. Hue: HUP. |
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5.2. Tài liệu tham khảo: |
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Griffiths, P. (2006). An introduction to English semantics and pragmatics. Edinburgh: Edinburgh University Press. |
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Pham, T. H. N. (2014b). Pragmatics: An introduction. Hue: HUP. |
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Pham, T.H.N. (2011). Communicating with Vietnamese in intercultural contexts: Insights into Vietnamese values. CT: National Education Publishing House. |
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Yule, G. (1996). Pragmatics. China: Oxford University Press. |
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NN.PA.510 |
Phát triển năng lực giao tiếp liên văn hóa cho người học ngoại ngữ( (Intercultural Competence Development) |
. Tài liệu bắt buộc |
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Lustig, Myron W. and Koester, Jolene. (2010). Intercultural competence: Interpersonal communication across cultures (6th edition). Boston: Allyn & Bacon. |
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5.2. Tài liệu tham khảo |
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Pham, T. H. N. (2011). Communicating with Vietnamese in intercultural contexts: Insights into Vietnamese values. Education publishing House. |
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Samovar, L.A, & Porter, R. E. (2004). Communication between cultures. Belmont, CA, Wadsworth/Thompson learning. |
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Các Phương Pháp Giảng Dạy Tiếng Anh (Methods of English Language Teaching ) |
Tài liệu học tập |
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[1]. Larsen-Freeman, D., & Anderson, M. (2013). Techniques and principles in language teaching 3rd edition-Oxford handbooks for language teachers. Oxford university press. |
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[2]. Bakhreddinovna, G. M. (2020). The interactive methods and principles of foreign language teaching. International Journal on Integrated Education, 3(1), 77-79. |
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[3]. Kolb, A., & Raith, T. (2018). Principles and Methods—Focus on Learners, Content and Tasks. In Teaching English as a foreign language (pp. 195-209). JB Metzler, Stuttgart. |
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[4] Le Pham Hoai Huong (2008). Chapter 7: English discussion groups in a university class in Vietnam: Classroom management and its outcomes (73-84). In T. S .C. Farrell (Ed). Classroom Management. Alexandria: TESOL Inc., USA. |
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[5] Le Pham Hoai Huong (2020). The role of mediation in classroom interaction (139-156). Lee, H., & Spolsky, B. (Eds.). (2020). Localizing Global English: Asian Perspectives and Practices. London: Routledge. |
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[6] Le Pham Hoai Huong & Bui Phu Hung (2021). Mediation of digital tools in English learning. LEARN Journal, 14(2), 512-528. |
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[7]. Li, M. (2020). Multimodal pedagogy in TESOL teacher education: students’ perspectives. System, 94, 102337. |
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[8]. Hartono, H., Suparto, S., & Hassan, A. (2021). Language: a ‘mirror’of the culture and its application English language teaching. Linguistics and Culture Review, 5(1), 93-103. |
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[9]. Sabirova, D. R., & Khanipova, R. R. Y. (2019). Innovative approaches to teaching and learning English as second and English as foreign language in multilingual education. Humanities & Social Sciences Reviews, 7(6), 45-48. |
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[10]. Shenderuk, O. B., Tamarkina, O. L., & Pernarivska, T. P. (2018). Grammar-translation and direct methods in teaching English in the educational institution with specific conditions of study. The Journal of Social Sciences Research, 529-534. |
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[11]. Sulaymonova, D. H. (2019). INNOVATIVE AND INTENSIVE TEACHING METHODS OF FOREIGN LANGUAGES. In European research: Innovation in science, education and technology (pp. 68-70). |
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[12]. Zuparova, S. (2021). Modern methods and problems of teaching English. ЭКОНОМИКА, 871-874. |
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10.2. Tài liệu tham khảo |
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[1] Lê Phạm Hoài Hương, Nguyễn Văn Huy, Phan Quỳnh Như, Nguyễn Thị Bảo Trang (2020). Principles and practice in ELT (Nguyên lý và thực hành giảng dạy tiếng Anh). ĐH Huế: Nhà xuất bản Đại Học Huế. |
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[2]. Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed.). New York: Pearson Education. |
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NN.PA.512 |
Tiếp thụ ngôn ngữ hai (SECOND LANGUAGE ACQUISITION) |
Tài liệu học tập |
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[1]. Lightbown, P. & Spada N. (2021). How Languages are Learned (teaching-learning strategies/ methods, use of materials). Oxford: OUP. |
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[2]. Saville-Troike, M. & Barto, K. (2017). Introducing Second Language Acquisition. Cambridge: CUP. |
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10.2. Tài liệu tham khảo |
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[3]. Callister, M. & Nation, P. (2021). Teaching ESL/ EFL Listening & Speaking. New York : Routledge. |
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[4]. Ellis, R. (2017). Language Teaching Materials as Work Plans- An SLA Perspective. In B, Tomlinson (Ed.), SLA Research & Materials Development for Language Learning (pp. 203-218). New York: Routledge. |
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[5]. Gass, S & Mackey, A. (2014).The Routledge Handbook of Second Language Acquisition. London : Routledge. |
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[6]. Lowen, S. (2020). Introduction to Instructed Second Language Acquisition. New York : Routledge. |
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[7]. Newton, J. & Nation, P. (2021). Teaching ESL/ EFL Reading & Writing. New York : Routledge. |
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[8]. Nguyen, V, K., Truong, B.L & Duong, A.C. (2021). Use of resources and activities for language learning beyond the classroom by English-majored students at a university in Vietnam. VNU Journal of Foreign Studies, Vol. 37, No. 6, 33-47. |
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[9].Tomlinson, B. (2017). SLA Research & Materials Development for Language Learning. New York : Routledge. |
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[10]. Truong, B.L., & Tran, T.L. (2014). Students’ intercultural development through language learning in Vietnamese tertiary education: A case study on the use of film as an innovative approach. Language and Intercultural Communication, 14(2),207-225. |
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NN.PA.513 |
BIÊN SOẠN TÀI LIỆU DẠY HỌC TIẾNG ANH (Materials Development) |
. TÀI LIỆU BẮT BUỘC |
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1. Nunan, David. (1991). Syllabus Design. Third impression, Oxford University Press. |
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2. Graves, Kathleen. (2000). Designing Language Courses. Heinle & Heinle Publishers. |
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5.2. TÀI LIỆU THAM KHẢO (COURSE READER) |
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Curriculum & syllabus |
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1. McDonough, J. & Christopher Shaw (1999): |
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The Framework of Materials and Methods |
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Current Approaches to Materials Design |
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Evaluating ELT Materials |
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Adapting Materials |
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In Materials and Methods in ELT, Blackwell Publishers Ltd. |
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2. Richards, J. C. (1990). Curriculum development in second language teaching, in The Language Teaching Matrix, CUP. |
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3. Yalden, J. (1996): |
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In Principles of Course Design for Language Teaching, Cambridge University Press |
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4. Cunningsworth, A. (1986). Chapters 2 & 3: The language content – The Selection and Grading of Language Items, in Evaluating and Selecting EFL Teaching Materials, Heinemann Educational Books Ltd. |
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5. Littlewood, W. (2004). The task-based approach: some questions and suggestions, in ELT Journal Volume 58/4 October. Oxford University Press. |
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6. Yi-Chun Pan (2013). A closer Examination of Communicative Language Teaching, in Studies in Literature and Language, Vol. 6, No2, pp40-44. www.escanada.net. |
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7. Peter Skehan (2003). Task-based instruction, in Language Teaching, 36, pp1-14. Cambridge University Press. |
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8. Elizabeth Gatbonton & Guijing Gu (1994). Preparing and implementing a task-based ESL Curriculum in an EFL setting: Implications for Theory and practice, in TESL Canada Journal, Vol. 11, No 2, Spring. |
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9. Carmen Perez – Vidal (2009). The integration of content and language in the classroom: a European approach to education, in Emma Dafouz & Michele C. Guerini, CLIL across Educational levels, Richmond publishing. |
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10. Dario Luis Banegas (2014). An Investigation into CLIL-related sections of EFL coursebook: Issues of CLIL inclusion in the publishing market. In International Journal of Bilingual Education and Bilingualism, Vol. 17, No3, 345-357. |
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Coursebooks, Assessment and Evaluation |
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11. Grant, N. (1988). Students, teachers, and textbooks, in Making the Most of Your Textbook.Longman Group Ltd. |
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12. Cunningsworth, A. (1986). Chapter 1: Coursebook and language learning, in Evaluating and Seclecting EFL Teaching Materials, Heinemann Educational Books Ltd. |
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13. Nguyen Bang et al. (2003). Materials, in BA Upgrade English Language Teaching Methodology. Ministry of Education and Training, Hanoi Vietnam. |
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NN.PA.514 |
Kiểm tra và đánh giá ngôn ngữ ( (Language Testing and Assessment) |
Tài liệu bắt buộc |
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Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford: Oxford University Press. |
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5.2. Tài liệu tham khảo |
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Egbert, J. (1999). Classroom practice: Practical assessment in the CALL classroom. CALL environments: Research, practice, and critical issues (pp. 257-271). Illinois: TESOL Inc. |
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Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: OUP. |
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NN.PA.515 |
Phương pháp giảng dạy tiếng Anh cho trẻ em( (Methods of English Language Teaching to Young Learners) |
Tài liệu bắt buộc |
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Cameron, L. (2010). Teaching languages to young learners. Cambridge: CUP. |
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5.2. Tài liệu tham khảo |
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Cremin, T. et al. (2007). Teaching English creatively. London: Routledge. |
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Linse, C.T. (2005). Practical English language teaching: Young learners. New York: McGraw-Hill. |
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Moon, J. (2000). Children learning English. Thailand: Macmillan Education group. |
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Nixon, C., & Tomlinson, M. (2008). Primary communication box. Cambridge: CUP. |
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Nunan, D. (2005) (Ed.). Practical English language teaching: Young learners. North America: McGraw-Hill. |
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Phillips, D., & Burwood, S. (2000). Project with young learners. Hong Kong: OUP. |
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Scott, W. A., & Ytreberg, L. H. (2010). Teaching English to children. London: Longman. |
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Vale, D., & Feunteun, A. (1995). Teaching children English. Cambridge: CUP. |
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NN.PA.516 |
PHÁT TRIỂN NGHIỆP VỤ (Professional Development) |
Tài liệu học tập |
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[1] Brown, H. D., & Lee, H. (2015). Teacher development. In teaching by principles (Ch.22, pp. 540-573). New York: Pearson. |
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[2] Burns, A. (2009). Action research in language teacher education. In A. Burns & J. C. Richards (Eds). The Cambridge guide to second language teacher education (pp. 289-297). Cambridge: Cambridge University Press. |
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[3] Farrell, T. S. C. (2010). Exploring the professional role identities of experienced ESL teachers through reflective practice. System, 39(1), 54-62. |
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[4] Freeman, D., & Johnson, K. D. (1998). Reconceptualising the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417. |
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[5] Hayes, D. (1995). In-service teacher development: Some basic principles. ELT Journal, 49(3), 252-261. |
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[6] Hayes, D., & Chang, K. (2012). Theoretical perspectives on and international practice in continuing professional development for English teachers. English Teaching Forum, 67(1), 107-129. |
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[7] Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-257. |
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[8] Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39(2), 158-177. |
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[9] Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers. Strategies for language teaching. Cambridge: Cambridge University Press. |
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[10] Richards, J. C., & Farrell, T. S. C. (2011). Practice teaching. A reflective approach. New York: Cambridge University Press. |
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[11] Sachs, J. (2005). Teacher education and the development of professional identity: learning to be a teacher. In P. Denicolo & M. Kompf (Eds.), Connecting policy and practice: challenge for teaching and learning in schools and universities (pp. 5-21). Oxford: Routledge. |
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10.2. Tài liệu tham khảo |
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[1] Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity an overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189. |
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[2] Burns, A., & Richards, J. C. (2009). The Cambridge guide to second language teacher education. Cambridge: Cambridge University Press. |
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[3] Burns, A. (2010). Doing action research in language teaching. New York and London: Routledge. |
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[4] Fraser, C., Kennedy, A., Reid, L., & Mckinney, S. (2007). Teachers' continuing professional development: contested concepts, understandings and models. Journal of In-service Education, 33(2), 153-169. |
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[5] Hayes, D. (2000). Cascade training and teachers' professional development. ELT Journal, 54(2), 135-145. |
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[6] Kelly, P. (2006). What is teacher learning? A socio-cultural perspective. Oxford Review of Education, 32(4), 505-519. |
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[7] Malderez, A. (2009). Mentoring. In A. Burns & J. C. Richards (Eds), The Cambridge guide to second language teacher education (pp. 259-268). Cambridge: Cambridge University Press. |
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[8] Nguyen, T. M. H. (2017). Peer mentoring with beginning EFL teachers. In T.M.H. Nguyen, Models of mentoring in language teacher education (pp. 175-195). Switzerland: Springer. |
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[9] Le, P.H.H, Nguyen, V.H., Phan, Q.N., & Nguyen, T.B.T (2021). Principles and practice in English language teaching. Hue: Hue University Publisher. |
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NNPA.517 |
Ngôn ngữ học đối chiếu ( Contrastive linguistics) |
Tài liệu học tập |
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[1]. Bùi Mạnh Hùng (2008). Ngôn ngữ học đối chiếu, NXB Giáo dục. Chương 1& 3. |
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2. Chesterman, A. (1998). Contrastive Functional Analysis. John Benjamins Publishing Company, Amsterdam/ Philadelphia, Chapter 1 , & 2. |
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3. James, C. (1992). Contrastive Analysis. Longman, London and New York. Chapter 1, 2, 3, 4. |
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4. Lado, R.(1957). Linguistics Across Cultures. Michigan University Press. (Ngôn ngữ học qua các nền văn hóa, Bản dịch của Hoàng Văn Vân, NXB ĐHQG Hà Nội, 2002. Chương 1, 5. |
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5. Lê Quang Thiêm (1989). Nghiên cứu đối chiếu các ngôn ngữ. NXBĐHQG-Hà Nội. Tái bản và bổ sung năm 2005. Chương 2, 3, 4, 5. |
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6. Nguyễn Văn Chiến (1992). Ngôn ngữ học đối chiếu và đối chiếu các ngôn ngữ Đông Nam Á. Viện KHXHVN, Viện Đông Nam Á - Hà Nội, Chương 1, 2. |
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7.Trần Hữu Mạnh (2007). Ngôn ngữ học đối chiếu – Cú pháp tiếng Anh – tiếng Việt . NXB ĐHQG Hà Nội. Chương 2, 3. |
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10.2. Tài liệu tham khảo |
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[1]. Cook, G. (1989). Discourse, OUP. Chapter 1. |
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2. Diệp Quang Ban (2005). Ngữ pháp tiếng Việt. NXB Giáo dục. Chapter 2 & 3. |
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3. Downing, A., & Locke, P. (1992). A University Course In English Grammar. Prentice Hall, Macmilan. Chapter 4, 5, 6. |
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4. Hudson, R.A. (1986). Sociolinguistics. Cambridge, Chapter 2, & 3. |
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5. Hurford, J. R., & Heasley, B. (1983). Semantics: a Coursebook. Cambridge University Press, Chapter 2, 3, 5. |
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6. Jackson, H. (1981). Analyzing English-An Introduction To Descriptive Linguistics. Pergamon Institute of English, USA. Chapter 1, 3 & 5. |
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7. Jacobs, R. A. (1995). English Syntax. OUP . Chapter 2, 3 & 4. |
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8. Laderfoged, P. (1982). A Course In Phonetics (2nd Ed.), Toronto : Harcourt Brace, Jovanovich. Chapter 2, 3, 4. |
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9. Leech, G. (1981). Semantics. Penguin Books, London. Chapter 2, 3, 4. |
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10. Levinson, S. C. (1983). Pragmatics. Cambridge: Cambridge University Press. Chapter 2 & 3. |
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11. Lyons, J. (1968). Introduction To Theoretical Linguistics. Cambridge : Cambridge University Press. Chapter 3, 4, 5. |
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12. Lyons, J. (1970). New Horisons In Linguistics, Hazell Watson & Viney Ltd., Aylesbury, Bucks, Great Britain. Chapter 1. |
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13. Nguyễn Thiện Giáp (1998). Cơ sở ngôn ngữ học. NXBKHXH, Hà Nội. Chương 2, 3, 4,5. |
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14. Nguyễn Văn Bằng, Hoàng Xuân Tâm, Bùi Tất Tươm (1995). Ngữ pháp chức năng Tiếng Việt . Huế. Chương 1, 2. |
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15. Randolph, Q. , & Sidney, G. (1987), A University Grammar Of English. Longman, Hongkong. Chapter 2, 3, 4. |
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16. Roach, P. (1987). English Phonetics And Phonology, Cambridge University Press. Chapter 2, 3, 5. |
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17. Wardhaugh, R. (1980). An Introduction ToSociolinguistics. New York, Chapter 2, 3, 6 |
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: NN.PA. 518 |
Phân tích Ngôn ngữ Người học ( Analyzing Learner Language) |
Tài liệu học tập |
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[1]. Ellis, R., and Barkhuizen, G. (2005). Analysing learner language. Oxford: Oxford University Press. |
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10.2. Tài liệu tham khảo |
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[1]. Clift, R. (2016). Conversation analysis. Cambridge University Press. |
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[2]. Ellis, R. (2015). Understanding second language acquisition. Oxford University Press. |
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[3]. Housen, A., Kuiken, F., & Vedder, I. (2012) (eds.). Dimensions of L2 performance and proficiency : Complexity, accuracy and fluency in SLA. John Benjamins Publishing Company. |
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[4]. Llach, M. P. A. (2011). Lexical errors and accuracy in foreign language writing. UK, USA, Canada: Multilingual Matters. |
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[5]. Tarone, E., and Swierzbin, G. (2009). Exploring learner language. Oxford: Oxford University Press. |
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[6]. Weisser, M. (2015). Practical corpus linguistics: an introduction to corpus-based language analysis. Wiley-Blackwell. |
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NN.PA.519 |
PHƯƠNG PHÁP GIẢNG DẠY LỚP ĐÔNG ((TEACHING LARGE CLASSES)) |
Tài liệu học tập |
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[1] Bakanibona, S. (2022). Large Class Management throughout Learning and Teaching of Speaking Skill: Case study of the University of Burundi. Journal of Educational and Developmental Psychology, 12(2), 1-43. [2]. Bante, M. A., Manuel, B. R. B., & Nanquil, L. (2021). Improving Language Teaching through 6 Principles: A TESOL Book Review. In Linguistic Forum-A Journal of Linguistics (Vol. 3, No. 4, pp. 1-2). |
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[2] Coleman, H. (2018). An almost invisible ‘difficult circumstance’: The large class. In International perspectives on teaching English in difficult circumstances (pp. 29-48). Palgrave Macmillan, London. |
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[3] Moghal, S., Kazi, A. S., & Bukhari, A. (2019). Large classes and English language teaching and learning in Public sector secondary schools of Pakistan. Indonesian TESOL Journal, 1(1), 1-8. |
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[4] Shan, Y. (2020). Enrolment expansion in China: The large class phenomenon. Open Journal of Social Sciences, 8(8), 1-13. |
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[5]. Ulfah, M., Dewi, F. A., & Yulianti, D. W. (2020). Teachers' Perspective Toward the Classroom Management of English Teaching-Learning Process in Big Class. Journal of Teaching dan Learning Research, 2(1), 7-16. |
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[6]. Salim, S. A. A. (2021). The Effects of Using Pair/Group Work Techniques on improving English Language Pronunciation in Large Classes (Doctoral dissertation, Sudan University of Science & Technology). |
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[7] Le Pham Hoai Huong (2008). Chapter 7: English discussion groups in a university class in Vietnam: Classroom management and its outcomes (73-84). In T. S .C. Farrell (Ed). Classroom Management. Alexandria: TESOL Inc., USA. |
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10.2. Tài liệu tham khảo |
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[1] Lê Phạm Hoài Hương, Nguyễn Văn Huy, Phan Quỳnh Như, Nguyễn Thị Bảo Trang (2020). Principles and practice in ELT (Nguyên lý và thực hành giảng dạy tiếng Anh). ĐH Huế: Nhà xuất bản Đại Học Huế. |
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[2]. Harmer, J. (2015). The practice of English language teaching (5th ed.). London: Pearson. |
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NN.PA.520 |
Kiểm tra và đánh giá ngôn ngữ tiểu học ( (Language Assessment for Young Learners) |
Tài liệu bắt buộc |
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McKay, P. (2006). Assessing young language learners. Cambridge: Cambridge University Press. |
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5.2. Tài liệu tham khảo |
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Cameron, L. (2010). Teaching languages to young learners. Cambridge: CUP. |
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Phillips, D., & Burwood, S. (2000). Project with young learners. Hong Kong: OUP. |
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- NN.PA. 521 |
Phương pháp dự án và nhiệm vụ trong giảng dạy ngoại ngữ (Project-based and Task-based Language Learning) |
1 Tài liệu bắt buộc: |
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[1] Willis, D. & Willis, J. (2007). Doing Task-Based Teaching. Oxford: Oxford University Press. |
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10.2 Tài liệu tham khảo: |
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[2] Branden, K. V. d. (Ed.). (2006). Task-based language education: From theory to practice. Cambridge: Cambridge University Press. |
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[3] Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press. |
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[4] Ellis, R. (Ed.). (2005). Planning and task performance in a second language (Vol. 11). Amsterdam: John Benjamins Publishing Company. |
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[5] Leaver, B. L., & Willis, J. R. (Eds.). (2004). Task-based instruction in foreign language education: Practices and programs. Washington D.C.: Georgetown University Press. |
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[6] Nguyen, T. B. T, Newton, J. & Crabbe, D. (2018). Teacher transformation of texbook tasks in Vietnamese EFL high school classrooms. In Bygate, M., Samuda, V. & K. Van Den Branden (Eds.), TBLT as a researched pedagogy. John Benjamin Publishing Company.. |
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[7] Nunan, D. (2004). Task-based language teaching. New York: Cambridge University Press |
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[8] Phuong, H. Y. (2017). Task-based language teaching and its impact on Vietnamese students’ use of self-regulated learning strategies in a writing classroom. Can Tho University Journal of Science, (05), 30-38. |
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[9] Thomas, M. & Reinders, H. (2010). Task-based language learning and teaching with technology. New York: Continuum International Publishing Group |
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NNPA.522 |
CÁC LOẠI TIẾNG ANH THẾ GIỚI (WORLD ENGLISHES ) |
. Tài liệu học tập |
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[1]. Gunnel Melchers, Philip Shaw and Peter Sundkvis (2019), World Englishes, Routledge, Oxford. ISBN139781138487666. |
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[2]. Kirkpartick, A. (2021), The Routledge Handbook of World Englishes (2nd ed.). Routledge. ISBN9780367144395 |
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[3]. Các bài báo cập nhật |
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10.2. Tài liệu tham khảo |
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NN.PA.523 |
PHÂN TÍCH DIỄN NGÔN |
Tài liệu học tập |
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[1]. Flowerdew, J. (2013). Discourse in English Language Education. New York, NY: Routledge |
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[2].Renkema, J. & Schubert, C. (2018). Introduction to Discourse Studies. Ámsterdam: John Benjamin. |
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[3]. Strauss, S. & Feiz, P.(2014). Discourse Analysis: Putting Our Worlds into Words. New York, NY: Routledge. |
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[4]. Olshtain, E. & Celce-Murcia, M. (2017). Teaching Language Skills from a Discourse Perspective. In Hinkel, E. ( Ed.) Handbook of Research in Second Language Teaching and Learning Volume III (pp. 144-158). New York, NY: Routledge. English Language Teaching; Vol. 8, No. 1, 121-133. |
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10.2. Tài liệu tham khảo |
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[5]. Paltridge, B. (2012). Discourse Analysis: An Introduction. Continuum: London. |
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[6]. Candlin, C., Crichton,J & S,Moore. (2017). Exploring Discourse in Context and in Action. Palgrave McMillan: London. |
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[7]. Johnstone, B. (2017). Discourse Analysis. 3rd Edition. Blackwell Publishing: Oxford. |
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[8]. Wong, J. & Waring, H.Z. (2021). Conversation Analysis and Second Language Pedagogy. 2nd Edition. New York, NY: Routledge |
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[9]. N.H,Minh. & D.T,Thuy.(2021). A Preliminary Study on Lexical Cohesive Devices in Reading Texts in the Textbook Tieng Anh 10 Published by Vietnam Education Publishin House. VNU Journal of Foreign Studies, Vol. 37, No. 1 (2021),165-175. |
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[10]. Samadikhah , M. & Shahrokhi, M. ( 2015). A Critical Discourse Analysis of ELT Materials in Gender Representation: A Comparison of Summit and Top Notch |
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NN.PA.524 |
ỨNG DỤNG CÔNG NGHỆ THÔNG TIN TRONG GIẢNG DẠY NGOẠI NGỮ (Applications of IT in Language Teaching) |
Tài liệu học tập |
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[1]. Bảo Khâm & Ngô Lê Hoàng Phương (năm), Applications of ICT in English Language Teaching and learning, Nhà xuất bản …, Nơi xuất bản. (Số hiệu thư viện: …) |
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10.2. Tài liệu tham khảo |
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1. Chapell, C.A., and Sauro, S. (Eds.) (2017). The Handbook of Technology and Second Language Teaching and Learning. NJ: Wiley, Blackwell. |
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2. Carrier, M., Damerow, R.M., Bailey, K.M. (Eds.) (2017). Digital Language Learning and Teaching: Research, Theory and Practice. New York: Routledge. |
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3. Thomas, M., Reinders, H., and Warschauer, M. (Eds.). Contemporary Computer-Assisted Language Learning. London: Bloombery. |
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4. Egbert, J.L., and Petrie, G.M. (Eds.) (2008). CALL Research Perspectives. New Jersey: Laurence Erlbaum Associates, Inc., Publishers. |
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5. Thouesny, S. and Bradley, L. (Eds.) (2011). Second Language Teaching and Learning with Technology: Views of Emergent Researchers. Dublin: Research-publishing.net. |
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6. Son, J. (2018). Teacher Development in Technology-Enhanced Language Teaching. Gewerbestrasse: Palgrave MacMillan. |
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7. Rahimi, M., and Pourshabaz, S. (2019). English as a Foreign language Teachers’ TPACK: Emerging Research and Opportunities. Hershey: IGI Global. |
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8. Rank, T., Warren, C., and Millum, T., (2011). Teaching English using ICT: A Practical Guide for Secondary School Teachers. New York: Continuum. |
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9. Hamilton, B. (2015). Integrating Technology in the Classroom: Tools to Meet the Needs of Every Student. Oregon: International Society for Technology in Education. |
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10. Farr, F. and Murray, L. (Eds.). The Routledge handbook of language learning and Technology. London: Routledge. |
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11. Zhang, F. and barber, B. (2008). Handbook of Research on Computer-Enhanced Language Acquisition and Learning. Hershey: IGI Global. |
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12. Chapelle, C.A., and Douglas, D. (2006). Assessing Language through Computer Technology. Cambridge: Cambridge University Press. |
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13. Motteram, G. (Ed.) (2017). Teaching and Technology: Case Studies from India. New Dheli: British Council. |
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14. Thomas, M. (2009). Handbook of Research on Web 2.0 and Second Language Learning. Covent Garden: IGI Global. |
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15. Pozzi, F., and Persico, D. (2011). Techniques for Fostering collaboration in Online learning Communities: Theoretical and Practical Perspectives. Hershey: IGI Global. |
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16. Roberts, T.S. (2004). Online Collaborative Learning: Theory and Practice. Hershey: Information Science Publishing. |
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17. Thorne, S.L., and May, S. (Eds.) (2017). Language, Education and Technology (Third Edition). Gewerbestrasse: Springer. |
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18. Wan, R., Fox, R., Chan, F.T., Tsang, P. (Eds.) (2008). Enhancing Learning through Technology: Research on Emerging Technologies and Pedagogies. New Jersey: World Scientific Publishing. |
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19. Smith, B. (2016). Technology in Language Learning: An Overview. New York: Routledge. |
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20. Ashbum, E.A., Floden, R.E. (Eds.) (2006). Meaningful Learning Using Technology: What Educators Need to Know and Do. New York: Teachers College Press. |
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21. Carrio-Pastor, M.L. (Ed.) (2016). Technology Implementation in Second language Teaching and Translation Studies: New Tools, New Approaches. Singapore: Springer. |