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. 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