Applying Cognitive Linguistics to Teaching Vietnamese Idioms: Evidence From Teaching Vietnamese to Foreigners in Vietnam

  • Nguyen Thi Bich Hang Hanoi University, Vietnam


Vietnamese; idioms; skills; strategy; benefits; learning; teaching; GPA; foreigners.


Culture and language are two interconnected categories. When language learners interact with another language, they also interact with its culture. Students cannot comprehend a culture without direct access to the vocabulary of that culture. Likewise, the trend of international integration in Vietnam encourages many expatriates to study Vietnamese. Consequently, it becomes increasingly important to discover effective methods for teaching Vietnamese. This study (n=200) used a cross-sectional survey with the purpose sampling technique. Structural equation modeling (SEM) was used to evaluate the proposed hypotheses. According to research findings, all three learning interests, integrated thinking abilities, and learning strategies positively and significantly affect learning benefits. In addition, the factor of learning benefits has a positive and statistically significant influence on the subject grade point average (GPA) factor with the maximum regression coefficient. This study suggests that instructors should implement cognitive language to enhance student learning outcomes.

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