跳到主要內容

臺灣博碩士論文加值系統

(44.192.247.184) 您好!臺灣時間:2023/02/07 13:25
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

: 
twitterline
研究生:謝紅商
研究生(外文):TA HONG THUONG
論文名稱:臺灣地區大學生線上初級越南語認詞測驗編製之研究
論文名稱(外文):The Development of the Web-based Elementary Vietnamese Word Recognition Test for Undergraduate Students in Taiwan
指導教授:黃秀霜黃秀霜引用關係
指導教授(外文):Huang, Hsiu-Shuang
口試委員:方金雅陸怡琮陳海泓林娟如黃秀霜
口試委員(外文):Fang, Chin-YaLu, I-ChungChen, Hai-HonLin, Chuan-RuHuang, Hsiu-Shuang
口試日期:2022-03-11
學位類別:博士
校院名稱:國立臺南大學
系所名稱:教育學系課程與教學碩博士班
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2022
畢業學年度:110
語文別:中文
論文頁數:152
中文關鍵詞:越南語認詞測驗大學生
外文關鍵詞:Vietnameseword recognition testundergraduate student
相關次數:
  • 被引用被引用:0
  • 點閱點閱:41
  • 評分評分:
  • 下載下載:3
  • 收藏至我的研究室書目清單書目收藏:0
本研究旨在編製一份經過信效度考驗,且適用於臺灣地區大學生的初級越南語認詞測驗,同時亦想探討屬於不同學習階段及具有不同背景變項的學生在越南語認詞能力表現上之差異。經預試後選出100個題詞作為正式題本,測驗流程採便利取樣,在臺灣北、中、南及離島各地區的15所大學進行抽樣,合計男生為157人,女生為254人,共411人。研究結果如下:
一、越南語認詞測驗方面
(一)本測驗具有中等難度與優良的鑑別度。
(二)各個學習階段所得的α值介於.513至.943之間,內部一致性相當理想;折半信度係數也達.714,表示本測驗具有良好的信度。本測驗亦具有良好的建構效度,能有效區辨各個學習階段的學生之越南語認詞能力表現,其中前三階段之間的表現差異非常顯著,而學習時間為2年以上的學生與前一階段的學生沒有顯著的差異。
二、各學習階段學生之越南語認詞能力描述
詞音部分的作答表現主要受到以下幾個因素的影響:1.形-音對應關係的知識;2. 韻母結構的複雜度;3.是否為高詞頻;4.是否與生活經驗或學習經驗有關;5.是否屬於容易混淆的音。在詞義部分,各學習階段學生的表現則普遍受到形-音-義對應關係的知識、與生活經驗的相關度、熟悉度、詞類等因素之影響。
三、不同背景變項的學生在線上初級越南語認詞測驗的表現
前兩階段的男女生在線上初級越南語認詞測驗有顯著差異,後兩階段的性別差異未達顯著。不同主修科系的學生除了階段二(學習時間為6~11個月)有顯著差異外,其他三階段的學生在本測驗的表現沒有顯著差異。學習越南語時間為5個月以內的學生在本測驗上的表現因新住民家庭背景而比較優越,學習時間較長的新住民家庭背景學生則沒有此優勢。

This study aimed to make an elementary Vietnamese word recognition for Taiwanese undergraduate students which was tested for reliability and validity, and to investigate the difference in the performance of Vietnamese word recognition ability of Taiwanese students at different learning stages and with different background variables. After the pilot tests, 100 words were selected as the official test items. This study adopted convenience sampling, the sampling was conducted at 15 universities in the northern, central, southern and smaller island part of Taiwan, with the total of 411 students, including 157 male students and 254 female students. The findings of this study are as following:
1. The feature of the Vietnamese word recognition test
This test has a moderate difficulty and an excellent discrimination index. As for the reliability, the internal consistency is quite ideal, the α-value obtained at each learning stage is between .513 and .943; the split-half reliability coefficient also reaches .714, indicating that the test has good reliability. This test also has good construct validity, which can effectively distinguish the performance of Vietnamese word recognition ability of students at different learning stages, in which the difference between the performances of students from the first three stages are significant, however, the difference between students of stage 3 and stage 4 are not significant.
2. The description of Vietnamese word recognition ability of students at different learning stages
There were 5 factors influence the students’ responses at the phonetic recognition part of this test: (1) Knowledge of the grapheme-phoneme correspondences; (2) the complexity of the structure the words’ finals; (3) The word is high-frequency word or not; (4) Whether the word relates with the students’ life experience and learning experience; (5) It is a sound that is easily confused or not. As for the meaning part, knowledge of the grapheme-phoneme correspondences, relations with life experience, familiarity and the parts of speech were the important factors influencing the performance of the meaning part.
3. The performance of students with different background variables on the online elementary Vietnamese word recognition test
There was a significant difference between male and female students in the web-based elementary Vietnamese word recognition test in the first two learning stages, the gender difference in the latter two stages was not significant. As for different major fields, only students from stage 2 (study time is 6-11 months) had significant difference, there was no significant difference in the performance of students in the other 3 stages in this test. Students who have studied Vietnamese for less than 5 months performed much better on this test because of their Taiwan new resident family background, while students with new resident family backgrounds who have studied for a longer time did not have this advantage.

摘要 i
ABSTRACT ii
目次 iv
表次 vi
圖次 viii
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與研究問題 3
第三節 名詞釋義 4
第四節 研究範圍與限制 6
第二章 文獻探討 9
第一節 越南語語音系統簡介 9
第二節 臺灣的越南語教學政策 18
第三節 認字之意義與相關理論 25
第四節 認字之評量 31
第五節 認字之相關研究 40
第三章 研究設計與實施 51
第一節 研究架構 51
第二節 研究對象 52
第三節 研究工具之編製 57
第四節 研究流程 69
第五節 資料處理與分析 71
第六節 研究倫理 72
第四章 研究結果分析與討論 75
第一節 線上初級越南語認詞測驗之描述統計分析與討論 75
第二節 信效度分析與討論 78
第三節 不同學習階段學生之認詞能力水準描述與討論 81
第四節 不同學習階段不同背景學生之認詞能力分析與討論 96
第五章 結論與建議 105
第一節 結論 105
第二節 建議 108
參考文獻 111
一、中文部分 111
二、英文部分 114
三、越南文部分 118
附錄一 初級越南語常用之1000詞表 120
附錄二 第一次預試題本210詞來源表 125
附錄三 「臺灣地區大學線上越南語初級認詞測驗」第一次預試試題內容修正表 128
附錄四 第二次預試題本150詞來源表 132
附錄五 第二次預試試題分析表 135
附錄六 正式題本受試者基本資料表 138
附錄七 線上越南語初級認詞測驗正式題本示例 139
附錄八 各學習階段學生答題答對率一覽表 142

一、中文部分
中時電子報(2016)。越南台商提供10萬工作職缺 會講越語起薪40K。取自https://www.chinatimes.com/realtimenews/20160607003306-260405?chdtv
內政部(2020)。各縣市外裔、外籍配偶人數按國籍分與大陸(含港澳)配偶人數。取自https://www.immigration.gov.tw/5382/5385/7344/7350/8887/?alias=settledown&sdate=201512&edate=202002
內政部、教育部( 2013)。 102學年度「全國新住民火炬計畫」行動方案。取自http://www.immigration.gov.tw/ct.asp?xItem=1192409&ctNode=33977&mp=1
方金雅(2013)。電腦化識字量測驗說明。取自https://pair.nknu.edu.tw/literacy/Page.aspx?PN=PAgreement
王瓊珠、洪儷瑜、陳長益(2005)。突破學習困難:評量與因應之探討。心理。
自由時報,2017。東南亞語導遊缺口大 考照盼放寬。取自https://news.ltn.com.tw/news/focus/paper/1088966
行政院(2011)。中文譯音使用原則(院薹教字第1000011159號)。https://www.slideshare.net/xinxinjin79/20110310-35979738
吳宜貞、黃秀霜(1998)。家庭環境變項、認字、語意區辯及閱讀理解能力之關係分析。教育與心理研究,21,357-380。
Solso, R. L.(1998)。認知心理學(吳玲玲譯)。華泰書局。(原著出版於1995年)
李輝(1999)。學前及初小兒童中文識字量表的編製與初步效應檢驗。心理發展與教育,15(3),18-24。
杜正勝(2007)。認識新移民的故鄉。 2020年12月30日取自http://epaper.
edu.tw/e9617_blog/article.aspx?article_sn=96&page=1
貝克(2008)。雙語與雙語教育概論(翁燕珩譯)。中央民族大學
出版社。(原著出版於1997年)
阮氏青河(2017)。實用越語輕鬆學(上、下冊)。瑞瀾國際。
阮蓮香(2016)。大家的越南語 初級1。瑞瀾國際。
阮蓮香(2020)。大家的越南語 初級2。瑞瀾國際。
孟瑛如、陳志平、盧玉真(2016)。國民中學七至九年級識字診斷測驗編製研究。測驗學刊,63(3),203-226。
林天祐(2002)。認識研究倫理,載於林淑玲、陳麗鳳、張金年、傅明儀、謝雅惠、林天祐、劉春榮合著,研究論文與報告撰寫手冊(96-134頁)。臺北市立師範學院輔導中心。
林清山(2000)。心理與教育統計學。東華。
施正鋒(2002)。母語傳承與母語地位。發表於行政院客家委員會主辦「2002
全球客家文化會議──全球化、在地化與客家新世紀」。臺北:國際會議中
心。
施正鋒(2003)。語言與多元文化政策。發表於行政院客家委員會主辦「2003年全球客家文化會議」。高雄:圓山大飯店。
柯華葳(1994)。從心理學觀點談兒童閱讀能力的培養,華文世界,74,63-67.
柯華葳(1999)。閱讀能力的發展,載於曾進興著,語言病理學基礎第三卷(81-119頁)。心理。
洪燕玲、黃秀霜、林娟如、周奕良、柳雅梅、謝麗雪(2006)。國中小英文認字測驗之編製。測驗學刊,53(2),155-180。
洪儷瑜(1995)。學習障礙者教育。心理。
洪儷瑜、張郁雯、陳秀芬、陳慶順、李瑩玓(2003)。基本讀寫字綜合測驗指導手冊。心理。
夏曉鵑(2002)。流離尋岸―資本國際化下的「外籍新娘」現象。臺灣社會研究
叢刊。
高大(2021)。國立高雄大學東亞語文學系越語組課程地圖。取自https://deal.nuk.edu.tw/p/412-1049-3175.php?Lang=zh-tw
張世彗、魏嘉妏(2010)。中文識字量表建置之探究。國小特殊教育,50,1-10。
張學謙(2013)。台灣語言政策變遷分析: 語言人權的觀點。臺東大學人文學報,3(1), 45-82。
教育部(2016)。107學年度新住民語文課程實施相關規劃。取自https://www.edu.tw/News_Content.aspx?n=9E7AC85F1954DDA8&s=3AED9D9B0382BFA8
教育部(2018)。十二年國民基本教育課程綱要語文領域-新住民語文。載自http://www.rootlaw.com.tw/Attach/L-Doc/A040080081016600-1070302-1000-001.pdf
教育部(2019)。107學年新住民子女就讀國中小人數分布概況統計。取自http://stats.moe.gov.tw/files/analysis/son_of_foreign_107.pdf
教育部(2019)。新語新愛新教材-新住民語文教學啟動元年 2019新課綱新住民語文學習教材發表暨課程啟動記者會(國小課程領域增列東南亞七國語文供選修)。取自https://www.edu.tw/News_Content.aspx?n=9E7AC85F1954DDA8&s=C01A8C046DC815E7
教育部(2021)。大專校院學科標準分類。取自https://stats.moe.gov.tw/bcode/
教育部國民及學前教育署( 2004)。 教育部國民及學前教育署補助執行外籍及大陸配偶子女教育輔導計畫作業原則。取自https://edu.law.moe.gov.tw/LawContent.aspx?id=FL038611
教育部國民及學前教育署(2015)。教育部國民及學前教育署推動新住民語文樂學活動實施計畫。取自http://www.k12ea.gov.tw/files/common_unit/ce8b78f3-0a6d-45b0-9781-dcac80dfe033/doc/%E5%9C%8B%E6%95%99%E7%BD%B2%E6%8E%A8%E5%8B%95%E6%96%B0%E4%BD%8F%E6%B0%91%E8%AA%9E%E6%96%87%E6%A8%82%E5%AD%B8%E6%B4%BB%E5%8B%95%E5%AF%A6%E6%96%BD%E8%A8%88%E7%95%AB.pdf
移民署(2018)。東南亞旅客破百萬 導遊需求大增。取自https://servicestation.immigration.gov.tw/1471/1520/4004/4041/83877/
陳美瑩(2005)。臺灣的母語和國語雙語教育:選擇性浸濡雙向交融雙語教學。教師之友,46(4),82-106。
陳美瑩(2011)。新移民女性子女母語教育: 以東南亞新移民女性觀點為例。教師專業研究期刊,2,19-45。
陳新豐(2007)。台灣學位電腦化測驗研究的回顧與展望。教育研究與發展期刊,3(4),217-248。
曾美惠(2006)。不讓孩子學母語外配家庭有偏見, 臺灣立報,第1版。
華視(2019)。高等教育向南進 東南亞科系學生何去何從?取自https://news.cts.com.tw/unews/campus/201904/201904171958938.html
鈕文英(2017)。質性研究方法與論文寫作。雙葉書廊。
黃秀霜(1998)。中文年級認字量表之編製及國語文低成就兒童認字困難之診斷( I ), 國科會專題研究計劃成果報告,NSC86-2413-H-024-009。
黃秀霜(2001)。中文年級認字量表指導手冊。心理。
黃政傑(2015)。新移民教育課程政策的侷限與突破。課程研究,10(2),1-15。
潘增強( 2004)。議員促縣府幫臺灣女性牽線。 臺灣日報, 23版。
盧佩芊(2016)。新住民第二代越南語教學(國立臺東大學華語文學系碩士班碩士論文)。取自台灣博碩士論文知識加值系統。

二、英文部分
Akamatsu, N. (1999). The effects of first language orthographic features on word recognition processing in English as a second language. Reading and Writing, 11(4), 381-403.
American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders, fourth edition, text revision (DSM‐IV‐TR). American Psychiatric Association.
Anderson, R. C., Heibert, E. H., Scott, J. A., & Wilkinson, I. (1985). Becoming a nation of readers: The report of the Commission on Reading. International Reading Association.
Barchers, S. I. (1998). Teaching reading: From process to practice. Wadsworth Publishing Company.
Baumann, J. F., Johnson, D. D., & Moe, A. J. (1984). An extended basic sight vocabulary for the primary grades. Reading Psychology: An International Quarterly, 5(1-2), 39-53.
Calfee, R., & Hiebert, E. (1991). Classroom assessment of reading. In R. Barr, M. L. Kamil, P. B. Mosenthal & P. D. Pearson (Eds.), Handbook of reading research, volume II (pp. 281-309). Routledge. https://doi.org/10.4324/9781315206349.
Chiu, M. M., & McBride-Chang, C. (2006). Gender, context, and reading: A comparison of students in 43 countries. Scientific Studies of Reading, 10(4), 331-362.
Clay, M. M. (1985). The early detection of reading difficulties (3rd ed.). Heinemann.
Crowder, R. G., & Wagner, R. K. (1992). The psychology of reading: An introduction. Oxford University Press.
Cutting, L. E., & Scarborough, H. S. (2006). Prediction of reading comprehension: Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured. Scientific Studies of Reading, 10(3), 277-299.
Ehri, L. C. (1991). Development in the ability to read words. In R. Barr,
M.L. Kamil, P. Mosenthal, P.D. Pearson (Eds.), Handbook of Reading
Research, Vol. II, (pp. 383-417). Longman.
Ehri, L. C. (1994). Development of the ability to read words: Update. In Ruddell, R.B., Ruddell, M.R., & Singer, H. (Eds.), Theoretical models and processes of reading (4th ed., pp. 323-358). International Literacy Association.
Ekwall, E. E., & Shanker, J. L. (1989). Teaching reading in the elementary school (2nd ed.). Merrill.
Foss, D. J., & Ross, J. R. (1983). Great expectations: Context effects during sentence processing. In G. Flores d’Arcais & R. J. Jarvella (Eds.), The process of language understanding (pp. 169–191). Wiley.
Goswami, U. & Bryant, P. (1990). Phonological skills and learning to read. Lawrence
Erlbaum.
Goswami, U. (1986). Children's use of analogy in learning to read: A developmental study. Journal of Experimental Child Psychology, 42(1), 73-83.
Goswami, U. (1990). Phonological priming and orthographic analogies in reading. Journal of Experimental Child Psychology, 49(2), 323-340.
Goswami, U. (1991). Learning about spelling sequences: The role of onsets and rimes in analogies in reading. Child Development, 62(5), 1110-1123.
Goswami, U., & Mead, F. (1992). Onset and rime awareness and analogies in reading. Reading Research Quarterly, 27(2), 152-162.
Gough, P. B., & Juel, C. (1991). The first stages of word recognition. In L. Rieben & C. A. Perfetti (Eds.), Learning to read: Basic research and its implications (pp. 47-56). L. Erlbaum Associates.
Green, D. W., & Meara, P. (1987). The effects of script on visual search. Second Language Research, 3, 102-117.
Hamada, M. (2017). L2 Word recognition: Influence of L1 orthography on multi-syllabic word recognition. Journal of Psycholinguistic Research, 46(5), 1101-1118.
Harris, M., & Coltheart, M. (1986). Language processing in children and adults: An introduction. Routledge & Kegan Paul.
Harris, T. L., & Hodges, R. E. (1995). The literacy dictionary: The vocabulary of reading and writing. International Reading Association.
Huang, H. S., & Hanley, J. R. (1994). Phonological awareness and visual skills in learning to read Chinese and English. Cognition, 54(1), 73-98.
Jackson, A., & Morton, J. (1984). Facilitation of auditory word recognition. Memory & Cognition, 12(6), 568-574.
Johnston, J. C., & McClelland, J. L. (1980). Experimental tests of a hierarchical model of word identification. Journal of Verbal Learning and Verbal Behavior, 19(5), 503-524.
Johnston, P. H., & Rogers, R. (2003). Early literacy development: The case for “informed assessment”. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 377-389). Guilford Press.
Juel, C., Griffith, P. L., & Gough, P. B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78(4), 243.
Kamhi, A. G., & Catts, H. W. (1991). Language and reading: Convergences, divergences, and development. In A. G. Kamhi & H. W. Catts (Eds), Reading disabilities: A developmental language perspective (pp. 1-34). Allyn & Bacon.
Koda, K. (1988). Cognitive process in second language reading: Transfer of L1 reading skillsand
strategies. Second Language Research, 4, 133-156.
Koda, K. (1989).The effects of transferred vocabulary knowledge on the development of L2 reading proficiency. Foreign Language Annals, 22, 529-542.
Koda, K. (1996). L2 word recognition research: A critical review. The Modern Language Journal, 80(4), 450-460.
Kurvers, J. (2007). Development of word recognition skills of adult L2 beginning readers. In N. Faux (Ed.), Low-educated second language and literacy acquisition. Proceedings of the second annual forum (pp. 23-43). Literacy Institute at Virginia Commonwealth University.
Marsh, G., & Mineo, R. J. (1977). Training preschool children to recognize phonemes in words. Journal of Educational Psychology, 69(6), 748-753.
McBride-Chang, C., Manis, F. R., Seidenberg, M. S., & Custodio, R. G. (1993). Print exposure as a predictor of word reading and reading comprehension in disabled and nondisabled readers. Journal of Educational Psychology, 85(2), 230-238.
McClelland, J. L., & Rumelhart, D. E. (1981). An interactive activation model of context effects in letter perception: I. An account of basic findings. Psychological Review, 88(5), 375-407.
Morton, J. (1969). Interaction of information in word recognition. Psychological Review, 76(2), 165-178.
Muljani, D., Koda, K., & Moates, D. R. (1998). The development of word recognition in a second language. Applied Psycholinguistics, 19(1), 99-113.
Nation, K., & Snowling, M. (1997). Assessing reading difficulties: The validity and utility of current measures of reading skill. British Journal of Educational Psychology, 67(3), 359-370.
Nation, P., & Waring, R. (1997). Vocabulary size, text coverage and word lists. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy (pp. 6-19). Cambridge University Press.
Nicholson, T., & Tan, A. (1999). Proficient word identification for comprehension. In G. B. Thompson & T. Nicholson (Eds.), Language and literacy series. Learning to read: Beyond phonics and whole language (pp. 150–173). Teachers College Press, International Reading Association.
Norris, D. (1986). Word recognition: Context effects without priming. Cognition, 22(2), 93–136.
Parsons, T. D., Rizzo, A. R., Zaag, C. V. D., McGee, J. S., & Buckwalter, J. G. (2005). Gender differences and cognition among older adults. Aging, Neuropsychology, and Cognition, 12(1), 78-88.
Perfetti, C. A. (1983). Individual Differences in Verbal Processes. In R. F. Dillon & R. R. Schmeck (Eds.), Individual differences in cognition, volume 1 (pp. 65-104). Academic Press.
Perfetti, C. A. (1991). Representations and awareness in the acquisition of reading competence. In L. Rieben & C. A. Perfetti (Eds.), Learning to read: Basic research and its implications (pp. 33–44). L. Erlbaum Associates.
Ribeiro, I., Cadime, I., Freitas, T., & Viana, F. L. (2016). Beyond word recognition, fluency, and vocabulary: The influence of reasoning on reading comprehension. Australian Journal of Psychology, 68(2), 107-115.
Roth, F. P. (2004). Word recognition assessment frameworks. In C. A. Stone, E. R. Silliman, B. J. Ehren & K. Apel (Eds.), Handbook of language and literacy: Development and disorders (pp. 461-480). Guilford Press.
Salinger, T. (2001). Assessing the literacy of young children: The case for multiple forms of evidence. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 390–418). Guilford Press.
Salvia, J., & Ysseldyke, J. (2001). Assessment (8th ed.). Houghton-Mifflin.
Scott, J., & McCleary, S. (1993). Diagnostic Reading Inventory for Primary and Intermediate Grades: A Series of 13 Tests Designed to Assess Reading Performance in Grades 1-8. Scott & McCleary Publishing Company.
Shaywitz, S. E. (1996). Dyslexia. Scientific American, 275(5), 98-104.
Stanovich, K. E. (1991). Changing models of reading and reading acquisition. In L. Rieben & C. A. Perfetti (Eds.), Learning to read: Basic research and its implications (pp. 19-31). L. Erlbaum Associates.
Tseng, C. C., Chang, L. Y., Chang, Y. L., & Chen, H. C. (2016). Wed-based Chinese character recognition assessment and its application on distance education of Chinese. Psychological Testing, 63(3), 179-202.
Tunmer, W. E., & Chapman, J. W. (2002). The relation of beginning readers' reported word identification strategies to reading achievement, reading-related skills, and academic self-perceptions. Reading and Writing, 15(3), 341-358.
Valencia, S. W. (1997). Authentic classroom assessment of early reading: Alternatives to standardized tests. Preventing School Failure, 41(2), 63–70.
Valencia, S. W., Hiebert, E. H., & Afflerbach, P. A. (Eds.). (1994). Authentic reading assessment: Practices and possibilities. International Reading Association.
Wang, M., & Koda, K. (2007). Commonalities and differences in word identification skills among learners of English as a second language. Language Learning, 57, 201-222.
Wilkinson, G. S., & Robertson, G. J. (2017). Wide range achievement test 5 (WRAT5). Peason, Inc.
Zinar, S. (2000). The relative contributions of word identification skill and comprehension-monitoring behavior to reading comprehension ability. Contemporary Educational Psychology, 25(4), 363-377.

三、越南文部分
BGDĐT. (2015). Ban hành khung năng lực tiếng Việt dùng cho người nước ngoài -頒布外國人越南語能力框架 (17/2015/TT-BGDĐT). Retrieved from https://thuvienphapluat.vn/van-ban/Giao-duc/Thong-tu-17-2015-TT-BGDDT-ban-hanh-Khung-nang-luc-tieng-Viet-dung-cho-nguoi-nuoc-ngoai-289134.aspx.
Công thương. (2019). Việt Nam - Đài Loan đẩy mạnh hợp tác ngành công nghiệp hỗ trợ - 越南與台灣推進配套產業合作 . Retrieved from https://congthuong.vn/viet-nam-dai-loan-day-manh-hop-tac-nganh-cong-nghiep-ho-tro-121883.html
Đoàn Thiện Thuật (2009). Ngữ âm tiếng Việt – 越南語音. NXB ĐHQG.
Mai Ngọc Chừ. (1997). Cơ sở ngôn ngữ học và tiếng Việt – 語言學基礎及越南語. Nxb Giáo dục.
Trần Thị Thìn. (1995). Một ý kiến nhỏ về cách ghi dấu thanh trên văn bản tiếng Việt – 對越南語文件上的聲調標記之建議. Tạp chí Ngôn ngữ, 1, 72–76. Retrieved from https://ngonngu.net/cv_datdau_ttthin/89
Đào, Đ. & Bae, Yang-Soo. (2017). Khảo sát vốn từ vựng trong giáo trình tiếng Việt sơ cấp và việc xây dựng bảng từ ngữ thông dụng tiếng Việt (Examining the expressions in basic Vietnamese textbooks for foreigners and how to make a basic Vietnamese vocabulary list). 동남아연구(東南亞研究), 26(3), 305-340. DOI: 10.21485/hufsea.2017.26.3.012.

QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top