The Current Situation of Sino-Vietnamese Vocabulary Usage Ability among Thai Nguyen High School Students in Thai Nguyen Province, Vietnam

Sep 29, 2026

A survey investigated the current level of Sino-Vietnamese vocabulary usage ability among 150 Thai Nguyen High School students in Vietnam, assessing recognizing, interpreting, and using such vocabulary through a mixed quantitative and qualitative design. Results indicate a comparatively good recognition level with clear differences across grades, while deeper meaning comprehension and context-based application remain limited. Students rely more on intuition and memorization than structural analysis, leading to frequent word-choice errors and difficulties distinguishing near-synonyms’ nuances. The study proposes innovative teaching directions to strengthen effective learning and practical communication.

LanguageEnglish

CategoryExam

FormatPDF

Pages2

Reading Time5 min

AccessFree to download

Statement of the Problem

Content

Survey design

Survey results

General assessment and solution orientation

International Journal of Current Science Research and Review ISSN: 2581-8341 Volume 09 Issue 04 April 2026 DOI: 10.47191/ijcsrr/V9-i4-44, Impact Factor: 8.048 [IJCSRR @ 2026](IJCSRR @ 2026 www.ijcsrr.org)[ www.ijcsrr.org](IJCSRR @ 2026 www.ijcsrr.org) The Current Situation of Sino-Vietnamese Vocabulary Usage Ability among Thai Nguyen High School Students in Thai Nguyen Province, Vietnam Nguyen Hong Linh1, Luong Thi Dung2, Tran Phuong Thao3, Hoang Thi Thu4 1,2,3,4 University of Education, Thai Nguyen University, Vietnam ABSTRACT: Our study presents the results of a survey on the current situation of Sino-Vietnamese vocabulary usage among 150 students at Thai Nguyen High School. Using a mixed survey method (quantitative and qualitative), the study assessed three core competencies, including identifying, interpreting, and using Sino-Vietnamese vocabulary. The research results show that students'abilities are currently at a fairly good level, with clear differentiation between grade levels. The study also points out systemic limitations in understanding the deep meaning and applying words in context, thereby proposing directions for innovative teaching methods to improve the effectiveness of learning and using this vocabulary class. KEYWORDS: Sino-Vietnamese vocabulary; identification ability; interpreting ability; usage ability; high school students; Thai Nguyen High School. 1. STATEMENT OF THE PROBLEM In the Vietnamese vocabulary system, Sino-Vietnamese vocabulary plays a crucial role in creating formality, conciseness, and precision in the language. However, mastering this vocabulary requires learners not only to have memorization skills but also the ability to analyze structure and understand nuances of meaning in each specific context. Surveying the current use of SinoVietnamese vocabulary by high school students in Thai Nguyen is a key step in establishing a system of practical arguments, serving as a scientific foundation for proposing feasible pedagogical solutions to help students improve their communication and text creation skills. 2. CONTENT 2.1. Survey design The study was conducted on 150 students (50 students from each of grades 10, 11, and 12) at Thai Nguyen High School using stratified random sampling. The survey tool was a mixed questionnaire: Quantitative section: Measuring the ability to recognize and understand meaning through an objective test system. Qualitative section: Assessing the depth of linguistic thinking and the ability to apply vocabulary in practice through essay questions. 2.2. Survey results The survey results show that students' ability to recognize words is better than their ability to understand their deeper meanings. Regarding recognition ability, the majority of students master common Sino-Vietnamese vocabulary (e.g., learning, education, compassion) and can distinguish Sino-Vietnamese words from purely Vietnamese words. However, at the structural level, students still have difficulty analyzing the constituent elements of complex words (e.g., the word "unity") . Students' current linguistic thinking is mainly based on intuition and habit rather than analysis based on word structure. Regarding understanding meaning, students grasp words with moral and social values well, but their understanding is superficial. Their understanding often stops at rote memorization or contextual inference instead of grasping the root word (the Sino-Vietnamese element) . As a consequence, students frequently make errors in word usage (such as misusing the word"suspicious" in a positive context) and struggle to distinguish between pairs of synonyms with different nuances of expression (such as "father" - "paternal father," "death" - "passed away") . Although a small number of students possess logical analytical thinking skills (such as the word "altruism"), overall, learning remains fragmented, unsystematic, and not connected to practical application. 2137 *Corresponding Au

FAQs

How was the study conducted and how many students participated?

The study used a stratified random sampling approach with 150 students from grades 10, 11, and 12 at Thai Nguyen High School.

What were the three core competencies assessed?

The survey assessed recognizing, interpreting, and using Sino-Vietnamese vocabulary.

What main limitations were found in students’ performance?

Students showed better word recognition than deep meaning understanding, often relying on memorization or contextual inference rather than analyzing word structure and root meanings, which led to usage errors and difficulty distinguishing synonym nuances.

Sep 29, 2026

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