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1. Full name: Le Hong Thang
2. Sex: Nam
3. Date of birth: 11 / 6 /1967
4. Place of birth: Ninh Binh
5. Admission decision number: 2261/SĐH dated07 / 12 / 2006
6. Changes in academic process: No
7. Offical thesis title: Method of teaching Russian-listening comprehension to
major students at Thai Nguyen University following
individualized communicative approach
8. Major: Argument and method of teaching Russian
9. Code: 60 - 14 - 10
10. Supervisor: Prof. Dr. Do Dinh Tong
11. Summary of the new findings of the thesis:
The final aim of process of teaching listening comprehension is to form listening comprehension competence. Its components are: base knowledge, listening comprehension techniques and skills which help the listener master the necessary information from the oral speech. The base knowledge is understood as knowledge of culture, country and general knowledge of what to say from the listener.
Listening comprehension as a subject is different from listening comprehension in real communication by a series of characteristics, such as purpose, motivation, materials... On the basement of the difference, we distinguish the two kinds of listening comprehension: learning listening comprehension and natural listening comprehension. This is essentially sensible in organizing the process of teaching listening comprehension efficiently in the learning condition.
In order to ensure that the learner is the subjective of the learning activity, besides the teaching contents (skills, techniques, lingual knowledge, besement knowledge and personal qualities), knowledge of listening comprehension method is a compulsory content in the teaching process of this oral style. Knowledge of theories shine and show the learner the most effective way to manage his activity of listening comprehension. An essential issue in the teaching process of listening comprehension is not what to hear, but how to hear it; i.e method of listening comprehension.
The set of teaching aids is a helpful tool to implement the teaching process of individualizing listening comprehension. It consists of the group of means for teachers and those for students. Among them, the material used by students is the centre as it contains the heart contents of the subject programme and further more, it regulates the content, ways to use the other means.
The articulate period is the best measure to improve the present low Russian entrance. In reality, this is a resume of the initial period (the period of school education) in the teaching condition of professional colleges. This period aims at achieving the purposes of the initial period and is an important task to complement and develop skills and techniques to reach higher levels in this period.
12. Pratical applicability:
- Problems mentioned in the thesis will be the basis for building the program, set of teaching-learning means listening comprehension for students majoring in Russian language at the Thai Nguyen University;
- Theoretical content of the thesis is reference material for the discipline "Method of teaching-learning foreign languages" at the Thai Nguyen University.
13. Further research directions:
- Research building programs and compile teaching-learning Russian language listening comprehension materials for students at Thai Nguyen University;
- Research exploiting application software in the teaching-learning Russian language listening comprehension for students at Thai Nguyen University.
14. Thesis-related publications:
1. Lê Hồng Thắng (2002), "Hãy tự tin áp dụng phương hướng giao tiếp cá thể hóa trong việc dạy-học tiếng Nga ở phổ thông", Nga ngữ học Việt Nam, số 13, Hà Nội, tr. 39-41.
2. ЛеХонгТханг (2005), "Этапыобучениярусскомуязыкустудентов-русистоввпедагогическоминститутеТхайнгуенскогоуниверситета", Tạp chí Khoa học & Công nghệ, Đại học Thái Nguyên, số 2 (34), tr. 36-39.
3. Ле Хонг Тханг (2007), Принципы обучения аудированию студентов - русистов в пединституте при Тхайнгуенском университете с точки зрения коммуникативно-индивидуализированного подхода, Научно-практическая конференция, методический семинар повышения квалификации преподавателей русского языка, Ханой-Хошимин, стр. 167-170.
4. Ле Хонг Тханг (2009), Текст в обучении аудированию под углом зрения коммуникативно-индивидуализированного подхода, Вьетнамская русистика, выпуск 17, Ханой, стр. 63-65.
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