Khó khăn của sinh viên chương trình chất lượng cao theo thông tư 23 khoa ngôn ngữ và văn hóa hàn quốc trong việc học tiếng hàn và tiếng anh

Khó khăn của sinh viên chương trình chất lượng cao theo thông tư 23 khoa ngôn ngữ và văn hóa hàn quốc trong việc học tiếng hàn và tiếng anh

INTRODUCTION

Rationale for the study

The Faculty of Korean Language and Culture's students of The Advanced Program under Circular 23 by the Ministry of Education and Training (CLCTT23) - The Degree of Bachelor in Korean (Honors Program), built by the University of Foreign Languages and International Studies - VNU, Hanoi since 2017 has high standards, criteria and requirements for output standards In which, the requirement for specialized foreign language output standards is to be fluent in Korean at level 5 (according to the Foreign Language Competency Framework for Vietnam) and in parallel is the requirement for good English proficiency communication at level 5 according to the 6-level foreign language competency framework for Vietnam (equivalent to level C1 according to the Common European Framework of Reference) Therefore, for CLCTT23 students of The Faculty of Korean Language and Culture, learning and maintaining two foreign languages, Korean and English, is an important, practical, necessary and sufficient condition not only in order to meet the output standards when graduate but also become high-quality human resources, meeting the needs of society Comprehensively grasping the necessary knowledge to maintain foreign language 1 and foreign language 2 to C1 output standards requires students to make great efforts in learning and research activities

In fact, at present, the study and maintenance of two intensive foreign languages of the students of the KLKC Dept still have many limitations and difficulties due to both objective and subjective reasons In order to achieve the results of the standardized test as prescribed by the CLCTT23 program, it is extremely important to identify the difficulties and barriers in the process of learning Korean and English for students of the KLKC Dept Identifying the existing difficulties, each student will find their own way to overcome because if the problem cannot be identified, the solution cannot be determined

The purpose of this study is to help identify and analyze the difficulties of the students of the CLCTT23 program of the KLKC Dept in learning Korean and English, thereby proposing solutions to overcome them and to improve students' language ability.

Statement of research problem and objectives/questions

Graduation thesis provides answers for these questions:

- What are the difficulties of the students of the CLCTT23 program of the Faculty of Korean Language and Culture in learning Korean and English?

- How to overcome students' difficulties in learning specialized foreign languages and English?

Scope of the study

- Research object: students' difficulties in learning English and Korean

- Research subjects: students of The Advanced Program under Circular 23 by the Ministry of Education and Training (CLCTT23)

Significance of the study

Researching to find out the difficulties in learning English and Korean of CLCTT23 students is one of the urgent problems for students of the University of Foreign Languages - Vietnam National University, Hanoi

Firstly, due to the specificity of the training program, CLCTT23 is a program with high requirements for foreign languages as well as language skills (English and Korean), especially listening and speaking skills However, English, Korean and Vietnamese are three different languages in many espects In my opinion, it is that difference that causes many difficulties in learning these foreign languages Therefore, it is inevitable that

11 students of the KLKC Dept whose mother tongue is Vietnamese have difficulty learning and maintaining Korean and English to meet the output standards of the CLCTT23 program

Moreover, due to the influence of the inherent and traditional way of learning foreign languages in high school, students' Writing, Listening and Speaking skills are not focused Instead, students focus mainly on learning grammar For example, the high school graduation exam in English does not have a test for speaking, writing and listening skills This habit of learning foreign languages has greatly influenced the study results of students at university, especially when the university's English and Korean output test and international foreign language certificates such as IELTS, TOEFL, TOPIK, OPic, … all cover all four skills For this reason, students tend to stressed and take extra time to figure out how to learn these skills effectively Finding the causes and the difficulties is the first step to solving this problem

In addition, the comparative - contrasting study of 3 different languages in terms of typological characteristics to discover the differences and at the same time the similarities and differences between them is also a need in itself in this trend of development direction of general linguistics in general, comparative linguistics in particular

The purpose of this thesis is to contribute to pointing out the reasons that cause difficulties in learning English and Korean of CLCTT23 students Why did I choose CLCTT23 students as the subject of my research? In my opinion, this is a unique program, especially of the University of Languages and International Studies - Vietnam National University, Hanoi What makes this program unique and quality is the high- level output standard in both English and Korean Nevertheless, it is the fact that the curriculum is still new (applied from 2017), so the students of the CLCTT23 program of KLKC Dept do not yet have the skills and methods to gain effective learning even when they have the right awareness of the importance of learning both foreign languages well

Up to now, it can be said that there has not been any in-depth research and study that

12 shows the difficulties of students of the CLCTT23 program in Korean when learning these two foreign languages From the research results and proposed solutions from this study, if applying solutions to support the maintenance of these two foreign languages for students of CLCTT23 department of Korean language and culture, students will be able to improve their performance results, results of learning English and Korean Apart from that, this research topic also contributes solutions to promote effective self-study activities for students at ULIS-VNU.

Organization

The thesis consists of 3 parts: Preliminary pages, Main text, and Supplementary pages The main content of the thesis is presented in the Main text section:

2 Opportunities and challenges for students of the CLCTT23 program when studying a specialized foreign language (Korean) and English

3 Orientation and solutions to support difficulties for students of the CLCTT23 program when simultaneously studying specialized foreign languages and English

LITERATURE REVIEW

Definitions

Language transfer (also known as L1 interference, linguistic interference, and cross meaning) is the application of information from one's native language to another Interference is an effect caused by the process of learning another language due to the learner's language background Furthermore, interference develops from having two active languages at the same time by blocking the language that is tasking inappropriately or increasing the activation of the language they plan to utilize Because nearly all new skills are gained by building on old ones, the phenomenon of transfer has long piqued the curiosity of skill researchers Dwinastiti, M (2013, April 2) The effect of a language learner's native language on their production of the language they are learning is referred to as language interference It means that the speaker's first language influences his/her second or and his/her foreign language

Although it has been studied for a long time and a lot in the world, "learning autonomy" is a controversial term and sometimes educators and linguists cannot completely agree with this concept What is the definition of self-study? Some famous researchers define self-study as follows:

Learning autonomy (self-study) is the ability to take care of one's own learning (Henri Holec)

- Learning autonomy is a matter of the learner's psychological relationship with the learning process and content (David Little)

- Learning autonomy is a situation in which the learner is fully responsible for all decisions related to learning and implementing those decisions (Leslie Dickinson)

- Learning autonomy is the awareness of learners' rights in the education system (Phil Benson)

Although there are many ways to define it, the main problem is whether we see Learning autonomy as a means or an end These two perspectives are intertwined and both can be part of our view of language learning or learning in general

The concept of mother tongue interference can be considered as a transfer that has an impact on learning in both good and negative ways It implies that there is a possibility for learners to make blunders or errors when learning a second language, particularly English This hypothesis is reinforced by the fact that there is a significant likelihood of cross-linguistic influence in second language acquisition, and this influence may result in some errors caused by negative transfer (Sinha A., 2009)

Furthermore, the most prevalent types of interference between the mother tongue and the target language are mispronunciation and grammatical errors (Manrique C.,

2013) As a result, language interference in pronunciation refers to the problem that pupils display in oral speaking activities in factors connected to the right pronunciation

In the annual training method, students follow a program set by the school for each semester, each academic year, and each course based on the timetable When switching to credit-based training, the specific study plan depends on the learners themselves Students have the duty and right to choose subjects, study time, fast and slow learning progress in accordance with their conditions This method gives students the

15 capacity to take the initiative in making scientific study plans, determining the time, means and measures to accomplish the goals set out in that study plan At that time, the student must consciously build a self-study plan, self-study so that the learning process is most effective.

Preliminary comparison of English - Korean - Vietnamese

1 Vietnamese and English preliminary comparison

From the end of the 19th century, with the invasion of the French colonialists, the Latin script was introduced into Vietnam and gradually became the official script used However, Vietnamese has a long history of being influenced by Chinese, so both in pronunciation and grammar there are big differences compared to other Latin-based languages

Vietnamese is a monosyllabic language Monosyllabic language means that each Vietnamese word is a syllable, a sound, a complete block in pronunciation

Example: Tôi là một giáo viên

This sentence is read as “Tôi” “là” “một” “giáo” “viên”

Meanwhile, English is a polyphonic language This means that many words in English are not composed of one syllable, but of many syllables

This sentence is read as /aɪ m tiː ʧ ə /

The two example sentences above have the same meaning, but in Vietnamese sentences, each word is a separate syllable, and the noun "teacher" is also read separately into two completely separate words, "teacher" and "teacher" " In the English example,

“teacher” is a single word and is read as 2 syllables ˈ tiː ʧ ə that are not separate but connected

Due to the monosyllabic nature of Vietnamese, when reading words, they will be read clearly and evenly, often without stressing

As in the example sentence “Tôi là giáo viên” each word is read with equal clarity: Tôi = là = giáo = viên

In contrast, in English, polysyllabic words usually have one or more stress The correct pronunciation of the stress will determine the ability of others to understand correctly or not

For example, the word "teacher" will be read with emphasis on the first syllable as ˈ tiː ʧ ə

The whole sentence “I am a teacher” will be read with emphasis on the nouns “I” and “teacher” and the verb “am”, the word “a” will be almost skipped

There are many words in English that just need to be pronounced with the wrong stress and the listener will understand a different meaning For instance, the word

"present" consisting of 2 syllables If the emphasis is on the first syllable, it will be read as /ˈ prez.ənt/ which is a noun meaning gift If the following syllable is stressed, it will be read as /prɪ ˈ zent/ which is a verb meaning to introduce, present…

Vietnamese has accents (tonal language) Specifically, in Vietnamese, there are 6 accents or 6 different tones Just like in Chinese, changing the accent or tone changes the meaning of the word

Eg: Each of the words La - Là - Lá – Lả - Lạ - Lã has completely different meanings

The accent or tone also makes the Vietnamese language said to have a "singing" melody according to many foreigners' comments

English has no accents but has stress and intonation There are some rules of intonation in English (Practice speaking English naturally with intonation) but in general, changing the intonation and changing the focus of a sentence helps to show the attitude and intentions of the speaker

Eg: You don't like her!

=> The raising of voice at the end of a sentence shows surprise and astonishment

Emphasizing “don‟t” shows surprise “how could you NOT like her” Emphasizing "her" shows surprise "why don't you like her?"

1.4 Relationship between writing and reading

In Vietnamese, each letter has only one pronunciation Therefore, when we can write a word, we can know how to read that word In English, the letters in different words can be read very differently, and completely different letters in different words are pronounced the same

Eg: Ape – App (/eɪ p/ – /ổp/)

These words have same letter "a"; however, they are read completely different

Garage – Vision (/ɡ ə‟rɑ ʒ / – /‟vɪ ʒ ən/)

The letters "g" and "s" are different in letter but they are pronounced the same as "ʒ "

Vietnamese does not have a clear distinction between short and long vowels while English has short and long vowels The wrong reading of short and long single vowels can make listeners misunderstand the meaning, leading to misinterpretation of the intended conveyance

Eg: Sheep – Ship (/ʃ iː p/ – /ʃ ɪ p/) ; Heat – Hit (/hiː t/ – /hɪ t/)

In Vietnamese, consonants only appear at the beginning or end of words We usually only read consonants when they come at the beginning of a word When standing at the end of a word, consonants often combine with the vowel before it to create a new sound like

"o+n=on" in "con" and when we read we don't read the final consonant

Vietnamese has 11 cases where the consonants stand next to each other to form a new compound consonant and the reading is regulated, which are c+h=ch, n+h=nh, p+h=ph, g+h=gh, k+h=kh, t+h=th, t+r=tr, n+g=ng, n+g+h=ngh, g+i=gi, q+u=qu read as k

In English, consonants can be at the beginning, end, and middle of words And we need to pronounce all those consonants clearly

Eg: “English” will need to be read clearly as eNGLiSH (/ˈ ɪ ŋglɪ ʃ /) “Necklace” will need to read Necklace (/ „nɛ klɪ s/)

In particular, the clear pronunciation of final consonants is important for recognizing and distinguishing words

In Vietnamese we do not have the concept of the root word, prefix and suffix of a word to change the meaning of that word In English, adding a prefix (prefix) and suffix (suffix) can change the meaning and form of words

With the adjective “happy”, we add “unhappy” to make an adjective that has the opposite meaning “Happiness” is the noun that created from the adjective, and “happily” is the adjective being turned into an adverb

In Vietnamese, words remain the same regardless of the person of the subject, the singular or the plural, or the tense of the verb

Tôi có một cái bánh

Anh ấy có ba cái bánh

The verb "to have" and the noun "cake" remain unchanged regardless of the number and person of the subject

Meanwhile, English is different that the verbs will be changed according to the subject as well as the noun will be changed according to numbers

In Vietnamese, we do not clearly distinguish definite nouns and indefinite nouns

Eg: Tôi vừa xem xong bộ phim How I Met Your Mother và không thích cái kết của nó

In this example, the noun "cái kết" is used without specifying whether it is a definite or indefinite noun Although we can still understand this is the end of the movie How I Met Your Mother

In English, the use of articles is very important to determine whether a noun is an indefinite noun (the listener does not know it) or a definite noun (the listener already knows that the noun mentioned is a noun) which word)

Eg: I have just finished the series How I Met Your Mother and I don't like the ending

In this example, the article "the" is used to help identify the noun "end", the reader knows for sure that this "the ending" is the end of the movie without having to repeat it

In Vietnamese, there are 3 tenses: past - present - future without clearly distinguishing between the time of speaking and the time of action And in these 3 tenses, the verb remains the same, we simply add the words "đã", "đang" and "sẽ" to distinguish the tenses

Eg: When we talk about doing homework, we are often only interested in the act of

Tôi đã làm xong bài tập

Tôi đang làm bài tập

Tôi sẽ làm bài tập

In English, there are 12 tenses, which are clearly distinguished according to the time of speaking and the time of action For each tense, there is a separate formula for the three

21 affirmative - negative - interrogative, for the three-person subject that is singular and plural and needs to be used in the right context

An action of "doing homework" can be expressed in 12 tenses

 Simple past: I did my homework (at some point in the past.)

 Past continuous: I was doing my homework at 7 pm yesterday/ At 7 o'clock last night, I was doing my homework

 Past Perfect: I had done my homework before 7 pm yesterday (I finished my homework by 7pm last night)

 Past Perfect continous: I had been doing my homework before 7 pm yesterday (Before 7 o'clock last night, I was still doing my homework)

 Simple present: I do my homework everyday/ I do exercises every day (refers to a habit, an activity that takes place frequently and repeats itself)

 Present continous: I am doing my homework/ I am doing exercises (at the present time, at the moment)

 Present perfect: I have done my homework before you come (I finished my homework before you came)

 Present perfect continuous: I have been doing my homework for 2 hours I've been sitting and doing my homework for 2 hours (up to the time I'm talking)

 Future simple: I will do my homework I will do the exercises (at an unspecified time in the future)

 The future continues: I will be doing my homework at 7 pm today At 7 o'clock tonight, I'm sitting down to do my homework (it's not happened yet, just intended)

 Future perfect: I will have done my homework before 7 pm today I will finish my homework by 7pm tonight (that's the plan)

OPPORTUNITIES AND CHALLENGES FOR CLCTT23 STUDENTS OF FACULTY

Findings and discussion

1.1 Brief information of training program for Degree of Bachelor in Korean (Honors Program) of the Faculty of Korean Language and Culture

After many years of development, the Faculty of Korean Language and Culture has become one of the most popular training units for students, and is one of the strongest training disciplines ULIS Students of The Degree of Bachelor in Korean (Honors Program) – CLCTT23 are the high-quality training program in Korean Language trains high-quality bachelors who are fluent in Korean, good at English, have translation and interpretation skills, and have knowledge of the Korean country, culture and society, especially having understanding of Korean economy and businesses, participating in experience activities at enterprises and having the opportunity to practice in Korea Graduates from this training program, students can immediately join job positions at Korean companies and enterprises, meeting job requirements of big corperation

1.2 Language knowledge achievements and professional capacity after graduation

 A foreign language, which is English, reaches level 5 according to the 6- level Foreign Language Competency Framework for Vietnam

 Master the basic knowledge in Korean Phonetics and Phonology, to be able to self-correct and improve the ability to speak Korean accurately and expressively; - Master the basics of grammar and Korean semantics and semantic analysis skills to be able to accurately grasp the meaning of each Korean language unit

 The ability to use Korean fluently at level 5 according to the 6-level Foreign Language Competency Framework for Vietnam (with advanced language practice modules in terms of content and output standards compared to the standard program), and can use this ability in communication and professional work

 The ability to use Korean fluently in real-life situations through practical activities, field trips such as dubbing movies, theatricalizing literary works, introducing Vietnam's tourism and culture in Korean Students of the high-quality Korean language program have the ability to use language that is applicable highly used in conditions such as working environment with Korea in Vietnam, or living and working in Korea

 Group 1 – Translators/Interpreters/Editors: capable of working independently as a translator of written documents or an interpreter for casual bilateral meetings and agency leaders, editors at publishing houses with publications in Korean, editing and broadcasting daily in the positions of translators, editors, reporters and news editors news, cultural and social programs of news agencies, newspapers, television stations, radio stations Meeting the needs of international communication at state agencies, enterprises and organizations or privately, in the economic and social fields

 Group 2 – Office Secretary/External Assistant: Able to work in the offices of Korean companies, joint ventures or Vietnamese companies,

31 multinational corporations, in charge of related fields to foreign affairs, cooperation, business, import and export with foreign partners, participate in negotiations, transactions, sign business contracts, monitor related contracts, make plans, welcome programs international visitors, organize tours, handle jobs related to speaking and writing ability in Korean and English; Learners can work as researchers in cultural, linguistic or cultural research centers or continue to study the Korean language and study for a master's degree in the same major

1.4 Opportunities to study, improve qualifications after graduation

 The ability to self-study on theoretical and practical issues related to translation work, office work, research and teaching work

 Bachelor of Korean Language has the opportunity to study at a higher level (master, doctor) majors in the field of linguistics, culture, and Korean economy

The great opportunities after graduations of students of The Degree of Bachelor in Korean (Honors Program) are undeniable, so it can be inferred that students who can maintain the Korean language and English language ability would achieve success in career path

Those are internal factors that directly determine languages learning activities, including physical and psychological factors of students:

- Students' sense of self-study and motivation

- Current knowledge capital of students

The awareness and activeness, initiative and creativity in learning of students in credit-based training not only change the way teachers teach but also change the way students learn If in the past, students' learning style was passive, subject to one-way imposition, heavy on memorization, then the current learning style of students is self- study, self-updating and knowledge innovation skills and capacity development Whether any innovation in education succeeds or not depends on the learners

Students' self-study activities in the credit-based training program require a greater sense of learning, motivation, and positivity and initiative Students themselves must also realize that studying is not for the sake of completing the course, but for the comprehensive development of their own personality, so that they can establish themselves and establish a career in the future Since then, students have the right attitude and motivation to study

2.2.1 The impacts of the English program and teaching methods at the high school level on students' language learning habits

In highschool, learning a foreign language, particularly English, is mostly focused on grammar rather than giving children with opportunity to practice communication and memorization The Vietnamese educational system relies primarily on grammar Learning's aim is also misconstrued In Vietnam, learning a foreign language is seen as necessary for passing exams and obtaining a degree Assessments of teaching efficacy, particularly grade-level assessments, focus solely on reading comprehension

2.2.2 The impacts of the factor “language interference” on learning L2, L3

Language interference is an important feature of second language word acquisition, and it contributes to a thorough explanation for any phenomena occurring in word acquisition of second language (especially with adult language acquisition) Language transfer is understood as the influence of previously acquired knowledge - about the native language and culture or about another language and culture, in addition to the target language - on influence the process of learners receiving and using pragmatic knowledge about the language being studied From this definition, the concept of negative transfer is understood as the inappropriate application of means, structures, and rules in the mother tongue to the process of learning a foreign language, making the use of use of the language that deviates from the target norms This migration phenomenon is deeply rooted in the differences between languages There have been many studies show that the influence of mother tongue is one of the causes of errors or negative displacements in the process of learning foreign languages, causing difficulties for learners in receiving the language language From these studies, I found that for students of the Honors program of the Faculty of Korean Language and Culture in particular, it is difficult and challenging to simultaneously acquire two foreign languages that are different in many aspects of analysis in the frame of reference with mother tongue due to the differences among three languages.

Survey Analysis

With 200 students of Honors Program in KLKC Dept participating in the survey named The difficulties of Faculty of Korean Language and Culture's students of The Advanced Program under Circular 23 by the Ministry of Education and Training in studying Korean and English, the results are presented as below

4 The results of students of the Honors Program in KLKC Dept having difficulties learning English and Korean to meet the C1 standard

It can be seen that the amount of students having difficulties outweights the other because there are 87,5% students of the Honors Program in KLKC Dept have difficulties learning and maintaining both English and Korean Whereas, there are only 12,5% out of

200 students have no difficulties with this learning process.

5 The elements causing difficulties for students of the Honors Program in KLKC Dept learning English and Korean to meet the C1 standard

The question about elements causing difficulties for students of the Honors Program in KLKC Dept learning English and Korean to meet the C1 standard sent the result of 27,5% answers for subjective element and 60% for objective element

6 Difficulties of students of the Honors Program in KLKC Dept learning English and

Korean to meet the C1 standard during learning process

There are many different thoughts about the reasons for difficulties during learning process; however, the most difficult problem is about the language reference due to the differences of Vietnamese, English and Korean

The ratio of students of the Honors Program in KLKC who have passed the standard C1 test in Korean is 48% out of 200 students in the survey

7 The ratio of students of the Honors Program in KLKC who have passed the standard

C1 test in Korean (majored language)

The number of students of the Honors Program in KLKC who have passed the standard C1 test in English is 82% out of 200 students in the survey

8 The ratio of students of the Honors Program in KLKC who have passed the standard

ORIENTATIONS AND SOLUTIONS TO DIMINISH DIFFICULTIES FOR

Orientations and solutions from teachers and Faculty of Korean Language and Culture

1 Orientations and solutions from lecturers

Lecturers are very important factors which directly affect the formation, organization and development of students' languages studying process Therefore, this group of solutions deals with content that increases the effectiveness of the interaction process between teachers and students, so that teachers not only provide students with knowledge but also motivation and appropriate methods for them to learn and apply in life

Firstly, knowledge is the most important factor in the interaction between teachers and students Therefore, lecturers must regularly improve the quality of lectures and materials, reflected in the academic content and the updating of professional and practical knowledge

Secondly, well apply active teaching methods, suitable to the specifics of the subject and effectively exploit modern teaching means, must use a combination of many methods such as: presentation, question-and-answer session, topics, prompts, creates situations, learners participate, for learners to think, self-explain, self-connect, apply in practice, thereby creating good effects for the classroom and self-study capacity of students is also directly compensated Teachers need to be aware that no matter what teaching method is applied, it must also achieve the goal of making it easier for learners to understand the lesson, grasp the essence of the problem, and especially stimulate creative thinking

2 Orientations and solutions from ULIS’s Youth Union and other social organizations

For the university, first of all, it is necessary to continue to improve the training method by credit; organizing scientific seminars, talks and exchanges around the issue of improving students' first and second foreign language abilities, thereby helping students learn new methods and experiences to apply in their own learning process

Reducing administrative procedures, applying the one-stop-shop policy to student management, and at the same time, continuing to improve and develop facilities and equipment for students in the credit institution , especially applying information technology in supporting learning for students such as online learning system in terms of both content and form, ensuring accuracy, system, logic, richness and update; improve the accessibility of the E-learning website, ie make online learning as popular as classroom learning To attract more students to join the website, promote their self-study and self-study

On the other hand, strengthening support for students in terms of books and study materials by continuing to develop a reading library system and an online library with rich and up-to-date resources, convenient and easy exploitation meet the learning needs of students Along with that, supporting students in terms of facilities, equipment, and learning environment by continuing to expand the self-study space (reading room, self- study room, ) with a quiet environment, necessary amenities and academics; upgrade equipment system, ensure wifi system, computer room for online search In addition, there are policies and activities to promote the movement of self-studying English and Korean among students, encouraging and rewarding self-study examples All of these will create a favorable environment for students to learn two languages

For the Youth Union and other social organizations - organizations that are close to and have a great influence on students in the school, first of all, it is necessary to pay attention to helping students get the right perception of the learning purpose

It is necessary to strengthen the learning of two foreign languages, about the multifaceted impacts of the surrounding environment on students when most of them have to live independently, away from their families At the same time, by their activities, the Youth Union and social organizations with the participation of both professional and artistic clubs can fully exploit this advantage to implement promotional measures encourage student learning and improve their self-study capacity Along with that, the school should create a playground, an environment, including a competitive environment (individual competition, group competition in class or in clubs, or the whole school, ) for students to study, practice, and contribute to improving their foreign language ability For example: launching a movement to self-study in both foreign languages with Korean students; form groups of friends to advance and compete with each other to stimulate interaction, learn more effectively and become a good habit among students; clubs actively organize professional competitions These activities not only help students expand their knowledge and practice skills, but also stimulate them to have more interest and motivation in learning English and Korean.

Orientations and solutions from students

Students are the ones who play a decisive role in improving the quality of studying

In fact, the quality of learning process depends much on the learning autonomy of each individual

Firstly, students need to have a clear and correct awareness of learning goals and motivations Students must clearly identify learning to have knowledge and skills for professional activities, practical activities and long-term future When studying at university, especially in terms of credit-based training, self-study is a mandatory and

42 highly demanding requirement because without it, the learning process would be hard to achieve good results From such awareness, learners will have a positive spirit towards studying activities and therefore, have a sense of regularly improving their results

Besides, it is necessary to form positive study habits Forming a positive study habit is very important, it helps the learning process, especially self-study, to be continuous and long-lasting To have a good self-study habit, students need to have selective learning, passionate learning, and processive learning

In particular, students need to improve their intellectual and thinking capacity Self-study is also very important to improve self-study ability It can be done in three ways:

- Improve self-study through the ability to absorb lectures;

- Enhance self-study through understanding and problem solving;

- Improve self-study ability through applying knowledge into practice

Moreover, it is necessary to practice self-study skills with effective learning methods First of all, it is necessary to be aware that in order to have good self-study skills, students need to be well equipped and practice the necessary learning methods such as find documents; reading materials (skimming, reading carefully, reading quickly); taking notes (types of notes: outline, citation, summary, etc., along with rules for taking notes); listening to lectures; knowledge mapping; studying with the curriculum; learning with teaching media (methods); asking questions; learning through cooperation with teachers and friends; learning through seminars; studying in the library; learning through scientific research; learning while doing practice, practice; Besides, methods of remembering information, expressing opinions, writing scientific paragraphs; self- examination and assessment methods are also important

Furthermore, students also need to be well equipped and perform well with additional skills such as time management skills, teamwork skills, presentation skills, Problem-solving skills…

Finally, students need to be able to make a reasonable study plan, allocate and manage time reasonably, scientifically, effectively for study work in addition to individual activities as well as in combination with the mental relaxation, exercises as well as follow a healthy, active lifestyle

2 Improving in-class teacher-student interactions

Interaction between teacher and students is required in language classroom It will keep dialogue going in the classroom as well as maintain the efficiency in learning languages It will facilitate the teaching and learning process When the interactions between the teacher and the students, as well as the interactions between students, occur, the instruction will reach the intended audience The gap between the teacher and the kids in the classroom will close As a result, the teacher and students will be equally involved in the teaching and learning process Not only will the teacher be involved in communication, but the students will also be involved in the teaching and learning process According to Ellis (1990), interaction is meaning-focused and performed to facilitate the sharing of information and prevent communication failures Furthermore, Brown (2015) noted that interaction is the foundation of L2 learning, in which learners are involved in both improving their own communicative abilities and socially creating their identities through cooperation and negotiation Therefore, students need to have the ability and responsibility to keep the interaction between teachers and students when learning languages.

CONCLUSIONS

It is well recognized that students necessarily cooperate with teachers and other departments during learning autonomy process as well as encourage individual accountability Moreover, students need to feel motivated to learn both English and Korean to achieve their goals; accept personal responsibility for their contributions to the results It is possible to acknowledge that teachers also play a key role in the final results of students during and after learning processs so that the key components likely to facilitate successful cooperation are evident but they also have a role in promoting interaction among students

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2 Fayyaz, S., Swanto, S and Din, W., 2017 First Language Interference and Form Focused Instruction ASIAN TEFL: Journal of Language Teaching and Applied

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Survey on the difficulties of Faculty of Korean Language and Culture's students of The Advanced Program under Circular 23 by the Ministry of

Education and Training in studying Korean and English

Chúng tôi đang tiến hành khảo sát những khó khăn trong quá trình học Tiếng Hàn và Tiếng Anh của sinh viên chương trình CLCTT23 khoa NN&VH Hàn Quốc

Xin các bạn hãy vui lòng bớt chút thời gian giúp chúng tôi hoàn thành phiếu điều tra này Xin chân thành cảm ơn!

1 Bạn là sinh viên chương trình CLCTT23 khoa NN&VH Hàn Quốc khóa bao nhiêu?

2 Bạn có gặp khó khăn trong quá trình học TIẾNG ANH và TIẾNG HÀN để đạt chuẩn đầu ra C1 không? o CÓ o KHÔNG

3 Nếu có thì những khó khăn đó xuất phát từ yếu tố khách quan hay chủ quan? o Yếu tố khách quan o Yếu tố chủ quan o Cả yếu tố khách quan và chủ quan