A Vietnamese Language Teaching Program for Foreigners via Vietnamese Traditional Music

Abstract

Traditional music has an important function in the process of second language teaching. In the case of Vietnamese, traditional Vietnamese music and language share an intrinsic relationship. Traditional Vietnamese music has developed over millennia, becoming inseparably intertwined with the evolution of the spoken language. In simpler terms, the entire corpus of Vietnamese folk songs, proverbs, and musical compositions is crafted and practiced using Vietnamese phonetics. The creation of folk songs and the development of musical expressions occur in tandem, fostering richness and cohesion within the diverse tapestry of Vietnamese voices and musical culture.

The history of teaching Vietnamese to foreigners in Vietnam dates back centuries. Notably, since the establishment of the Vietnamese Department at Hanoi University in 1968, incorporating cultural and artistic aspects into the curriculum has been imperative. This aligns with global educational practices in foreign language instruction, where traditional arts are integrated to introduce culture and enrich vocabulary.

The objective of this study is to design a Vietnamese language teaching program for foreigners through lectures on traditional Vietnamese music, based on the Vietnamese language competency framework issued by the Ministry of Education and Training in 2015. The program shall focus on levels 5 and 6, with the following specific objectives: i) to identify content, vocabulary systems, and supplementary exercises on traditional music in the Vietnamese curriculum; ii) to develop Vietnamese language skills through listening and writing activities; and iii) to provide practical knowledge and supplementary exercises to enable students to explore traditional music performance venues in Hanoi and its surrounding areas.

Drawing on experience in teaching Vietnamese to foreigners and studying Vietnamese folk and traditional music, this research designs the essential components that should be included in building core content and vocabulary in a Vietnamese curriculum for foreign learners, aiming to enhance proficiency in the Vietnamese language and promote the dissemination of Vietnamese culture among learners.

This study uses Stephen Krashen’s “Monitor Theory” of adult second language acquisition. Monitor Theory hypothesizes that adults have two independent systems for developing second language ability: subconscious language acquisition and conscious language learning. These systems are interrelated in a definite way, with subconscious acquisition being far more important.

Additionally, drawing on the 6-level competency framework issued by the Ministry of Education and Training, this research incorporates the Vietnamese teaching expertise of the Faculty of Vietnamese Studies and Vietnamese Language at the University of Social Sciences and Humanities, Vietnam National University, Hanoi. Within this six-level competency framework, this study will apply traditional music content to teaching at levels 5 and 6.

The aim is to identify the most essential and representative vocabulary system rooted in Vietnamese musical culture to enhance learners’ proficiency in the Vietnamese language. We also incorporate traditional language teaching methods, including lessons on the four skills: reading, listening, speaking, and writing. This study introduces a method for selecting vocabulary directly related to the field of ethnomusicology. This includes field research in various locales to provide comprehensive information – such as names, spatial context, and performance environments – for each genre of Vietnamese folk music. This approach helps learners gain a more profound understanding of both the Vietnamese language and the Vietnamese music performing arts culture.

The research results and findings will be analyzed through detailed content designed to achieve optimal results when designing traditional music content in teaching Vietnamese to foreigners. This study specifically focuses on three key aspects: i) clarifying the theoretical framework and context of Vietnamese traditional music; ii) selecting a representative vocabulary system of Vietnamese traditional music to incorporate into teaching materials, encompassing the names of folk song genres, traditional musical instruments, singing techniques, and performance forms of Vietnamese traditional music; and iii) integrating knowledge of Vietnamese traditional music into the process of teaching Vietnamese to foreign learners.

Instructors responsible for teaching Vietnamese to foreigners must possess a comprehensive knowledge base of traditional Vietnamese culture, including folk music. Throughout the teaching process—whether working with beginners or advanced students—the interrelationship between the Vietnamese language and traditional Vietnamese art and culture must not be ignored.

Traditional music serves as a fundamental identifier of a particular culture. Intricately woven into the cultural fabric of every individual, traditional folk music accompanies people from birth until they depart this world. It plays pivotal roles in religious ceremonies and traditional beliefs in Vietnam. Therefore, teaching Vietnamese to foreigners through the lens of traditional Vietnamese music performance not only equips learners with essential vocabulary and terminology related to Vietnamese musical culture but also serves the important purpose of introducing and promoting Vietnamese culture to a global audience.