The Strategies to Develop Bilingual Ability for Vietnamese

Abstract: The hypothesis is that non-native language speakers (e.g., Vietnamese who study English) face lots of difficulties

due to the differences in linguistic features and negative transference. Therefore, no one can deny that it is not easy to study a

language and more difficult to study a second language or a foreign language now that every language in the world has its own

characteristics which are nearly completely different from one another. To solve this problem, many linguists have created their

theories of second language acquisition, such as Behaviorist's theory, Nativist's theory, Interactionist's theory, Information

Processing theory, Vygotsky's theory, Halliday's theory, Sociolinguistic's theory. Therefore, with the hope to solve those

problems, this study focuses on some difficulties facing learners of English and their solutions. The article is divided into 3

main parts, including difficulties in the four skills as (1) speaking and listening for communication such as prosody and

fluency; (2) writing and (3) reading. About the solutions for the difficulties mentioned above, to begin with, in prosody,

solution focuses on the importance of combining phonological knowledge with rhythm, melody, English stress rules and

syntax rules in teaching and learning English intonation affected by stress for Vietnamese students, verified by Experimental

Phonetics. Moreover, writing, grammar and vocabularies improving as well as identification of the types of writing can be

considered as one of the practical solutions. Last but not least, in reading, K-W-L strategy (K: KNOWN, W: WHAT, L:

LEARNT), one the best ways to activate schemata is also the suitable solutions as well.

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ries to do the exercises, to real life. One of 
the reasons is that students do not remember the grammar 
rules, the theories. Therefore, learning by heart grammar 
structure is also necessary. In addition, when doing the 
reading comprehension, pay much attention to the grammar 
points used in the reading texts to understand grammar used 
in real contexts. From the importance of grammar mentioned 
above, teacher should teach their students a system of 
grammar knowledge enough in comparison with their mother 
tongue to avoid from negative transference mistake, for them 
to practice all the 4 skills before help students to practice any 
skills. As it put by Ms. Lê Ngọc Báu (MA), the French 
Lecturer in the Faculty of French Linguistics and Literature- 
University of Social Sciences and Humanities – VNU, Ms. 
Nguyễn Minh Thúy (MA), the Chinese Lecturer in the 
Faculty of Chinese Linguistics and Literature - University of 
Social Sciences and Humanities – VNU, and Mr. Võ Duy 
Minh (MA), the English Lecturer in the Faculty of English 
Linguistics and Literature - University of Social Sciences and 
Humanities – VNU, that they always improve their lesson 
plan after every semester in comparison with the mother 
tongue, Vietnamese to help students prevent form negative 
tranference mistakes. Beside that, the appropriateness of this 
method has been proved through my 30-year-teaching life, 
and has been applied with a certain success at my Center of 
Foreign language, named Sa Phi Foreign Language Center – 
Sapphire. Ltd, located in Vietnam, 57 Bùi Đình Túy Str, 
Ward 24, Bình Thạnh District. 
In the field of academic writing, the popular problems are 
identifying wrong types of writing, writing ungrammatically, 
writing incoherently and lacking of vocabularies, as well as 
combination of these mistakes. To solve these problems, 
teachers should teach students how to develop a paragraph 
which consists of a topic sentences, some supporting 
sentences such as explanation, statistics, as well as to 
distinguish among the ways to develop a narrative, 
argumentative, cause-effect . paragraphs/ essays. Beside 
that, to have enough words for a piece of writing, students 
should pay attention to the following ways: (1) Accumulating 
vocabularies from the reading texts. (2) Accumulating 
vocabularies from preparing for writing. (3) Accumulating 
vocabularies from preparing for speaking topic. (4) Making 
plan to cumulate vocabularies [17]. 
Last but not least, from the problems and solutions 
mentioned above, an improved teaching method has been 
raised as the K-W-L strategies to activate background 
knowledge before beginning writing or reading the text or 
any fields. K-W-L is a thinking-reading process, with three 
steps: K (What we know), W (What we want to find out, and 
L (What we learned and still need to learn). This procedure 
can help learners to access the knowledge they already have 
about the topic or make it available appropriately so that 
comprehension can occur: 
The last word is that even though this research has not 
been able to cover all the problems facing learners of 
languages, these raised here should be considered as the 
popular and serious that must be solved to help learners be 
successful in studying and using a language, especially when 
it is not a mother tongue. Therefore, the research is always 
opened for adding new recognition of mistakes made by 
learners and their solutions, as well as any experiences from 
learners and teachers of languages. 
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