AbstractA newly emerging, developing country has many high priority areas. Many of these high priority areas are related to the educational system. Education is viewed by many political leaders (and also by citizens rich and poor) as a ‘Golden Key” which will unlock doors labelled with words such as “Development”, “Progress”, Success’, and the English Language.
The English Language, a modern technical, trade and diplomatic language, is one of the avenues of communication which may enhance development within Vietnam. At the present moment, foreign language teaching and especially Teaching English as a Foreign Language and Teaching English for Special/Specific purposes, are given high priority ratings by those who plan the development stages for Vietnam. It is also recognized that EFL and ESP teaching can and should be improved. Australia is assisting this process of improvement by supporting an assistance programme. Twenty two teachers from tertiary language centres have been studying Teaching English as a Foreign Language at the Canberra College of Advanced Education. This writer is one of these students. One of the requirements for the Master’s Degree in Teaching English as a Foreign Language is an extended Field Study in a specific area. This writer selected ‘Aural Comprehension’.
In this Field Study, the writer has explored the past and present position of teaching “Aural Comprehension” in Vietnam. The writer has identified several significant problem areas and has suggested alternative options which may improve the teaching and the learning in this area.
|Date of Award||1985|