Using teaching facilities to support Khmer ethnic students at some primary schools in Soc Trang, An Giang and Dong Thap in learning Vietnamese

Abstract

This article studies the use of visual teaching aids in supporting Khmer students at some primary schools in Soc Trang, An Giang, and Dong Thap provinces to learn Vietnamese well. Specifically, the article points out the influence of mother tongue on pronunciation and word use of Khmer students at some primary schools in Soc Trang, An Giang and Dong Thap provinces in learning Vietnamese. It also shows that visual teaching aids can facilitate stundents learning to read, write, speak, and narrate in Vietnamese language, and makes clear the demand for visual support of Khmer students in some schools when learning Vietnamese. From those results, the author proposes the measure related to using visual teaching aids in teaching reading, writting, speaking, and storytelling in Vietnamese for Khmer students at some surveyed primary schools. This study used theoretical research methods to find out the influence of mother tongue on learning Vietnamese of Khmer primary school students, collected information about mispronunciation and the need for visual support of 80 Khmer students in Soc Trang, An Giang and Dong Thap provinces. The results show that students' pronunciation and word use errors are related to the similarities in sounds and meanings of the two languages, and the rate of needing visual support to learn Vietnamese is very high. Therefore, the article proposes to use visual teaching aids to support Khmer primary school students at the above provinces in learning Vietnamese with some specific instructions and examples. The study has limitations on the size of the survey sample and will be improved in next studies.