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Dr Minh Nguyen

MEd TESOL (QUT), PhD Language Teaching and Learning (Auckland)

Email minh.nguyen@otago.ac.nz

Expertise

I am an applied linguist and language teacher educator. My research interests include pragmatics in language teaching and learning, second language acquisition, family language policy and heritage language maintenance and child language learning. I am the co-editor of “Building teacher capacity in English Language Teaching in Vietnam: Research, Policy and Practice” (2019, with C.V. Le, M. T.H. Nguyen, & R. Bernard) published by Routledge. Currently, I am on the editorial board of the Asian Journal of English Language Teaching published by The Chinese University of Hong Kong Press. Before joining English and Linguistics, I taught at the National Institute of Education, Nanyang Technological University in Singapore for twelve years.

Possible supervision

  • Pragmatics in TESOL
  • Interactional competence
  • Second language acquisition
  • Child language learning
  • Family language policy and heritage language maintenance
  • TESOL methodology
  • ELT materials evaluation

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Publications

Le, V. C., Nguyen, H. T. M., Nguyen, T. T. M., & Barnard, R. (Eds.). (2020). Building teacher capacity in English language teaching in Vietnam: Research, policy and practice. Abingdon, UK: Routledge, 224p. doi: 10.4324/9780429457371

Nguyen, T. T. M., & Cao, T. H. P. (2020). An evaluation of the intercultural orientation of secondary English textbooks in Vietnam: How well are students prepared to communicate in global contexts?. In V. C. Le, H. T. M. Nguyen, T. T. M. Nguyen & R. Barnard (Eds.), Building teacher capacity in English language teaching in Vietnam: Research, policy and practice. (pp. 150-165). Abingdon, UK: Routledge. doi: 10.4324/9780429457371-10

Nguyen, T. T. M., Marlina, R., & Cao, T. H. P. (2020). How well do ELT textbooks prepare students to use English in global contexts? An evaluation of the Vietnamese English textbooks from an English as an international language (EIL) perspective. Asian Englishes. Advance online publication. doi: 10.1080/13488678.2020.1717794

Nguyen, T. T. M. (2019). Data collection methods in L2 pragmatics research: An overview. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics. (pp. 195-211). New York, NY: Routledge. doi: 10.4324/9781351164085-10

Nguyen, M. T. T., Do, T. T. H., & Pham, T. T. T. (2019). The effects of corrective feedback with and without revision on enhancing L2 pragmatic performance. Applied Pragmatics, 1(1), 1-25. doi: 10.1075/ap.00001.min

Edited Book - Research

Le, V. C., Nguyen, H. T. M., Nguyen, T. T. M., & Barnard, R. (Eds.). (2020). Building teacher capacity in English language teaching in Vietnam: Research, policy and practice. Abingdon, UK: Routledge, 224p. doi: 10.4324/9780429457371

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Chapter in Book - Research

Nguyen, T. T. M., & Cao, T. H. P. (2020). An evaluation of the intercultural orientation of secondary English textbooks in Vietnam: How well are students prepared to communicate in global contexts?. In V. C. Le, H. T. M. Nguyen, T. T. M. Nguyen & R. Barnard (Eds.), Building teacher capacity in English language teaching in Vietnam: Research, policy and practice. (pp. 150-165). Abingdon, UK: Routledge. doi: 10.4324/9780429457371-10

Nguyen, T. T. M. (2019). Data collection methods in L2 pragmatics research: An overview. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics. (pp. 195-211). New York, NY: Routledge. doi: 10.4324/9781351164085-10

Nguyen, T. T. M., & Ho, G. A. L. (2018). Pragmatic development in the study abroad context: Impact of a cross-cultural pragmatic strategies intervention. In I. Walker, D. K. C. Chan, M. Nagami & C. Bourguignon (Eds.), New perspectives on the development of communicative and related competence in foreign language education. (pp. 229-288). Berlin, Germany: De Gruyter. doi: 10.1515/9781501505034-011

Nguyen, T. T. M. (2018). First language and assessing English as an international language. In J. I. Liontas, TESOL International Association & M. DelliCarpini (Eds.), The TESOL encyclopedia of English language teaching. Wiley. doi: 10.1002/9781118784235.eelt0670

Basturkmen, H., & Nguyen, T. T. M. (2017). Teaching pragmatics. In A. Barron, Y. Gu & G. Steen (Eds.), The Routledge handbook of pragmatics. (pp. 563-574). New York, NY: Routledge. doi: 10.4324/9781315668925

Minh, N. T. T., Tam, P. M., & Hong, C. T. (2013). The effects of explicit meta-pragmatic instruction on EFL learners’ performance of constructive criticisms in an academic setting. In T. Greer, D. Tatsuki & C. Roever (Eds.), Pragmatics and language learning. (pp. 213-244). Honolulu, Hawai'i: National Foreign Language Resource Center, University of Hawai‘i.

Nguyễn, M. t. T., & Basturkmen, H. (2013). Requesting in Vietnamese as a second language. In C. Roever & H. T. Nguyễn (Eds.), Pragmatics of Vietnamese as native and target language. (pp. 13-75). Honolulu, Hawai'i: National Foreign Language Resource Center, University of Hawai'i.

Le, V. C., & Nguyen, T. T. M. (2010). Minds working together: Scaffolding academic writing in a mixed-ability EFL class. In B. Baurain & P. L. Ha (Eds.), Multilevel and diverse classrooms. (pp. 149-160). Alexandria, VA: TESOL International Association.

Nguyen, T. T. M., & Basturkmen, H. (2010). Teaching constructive critical feedback. In D. H. Tatsuki & N. R. Houck (Eds.), Pragmatics: Teaching speech acts. (pp. 125-140). Alexandria, VI: TESOL Inc..

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Journal - Research Article

Nguyen, T. T. M., Marlina, R., & Cao, T. H. P. (2020). How well do ELT textbooks prepare students to use English in global contexts? An evaluation of the Vietnamese English textbooks from an English as an international language (EIL) perspective. Asian Englishes. Advance online publication. doi: 10.1080/13488678.2020.1717794

Nguyen, M. T. T., Do, T. T. H., & Pham, T. T. T. (2019). The effects of corrective feedback with and without revision on enhancing L2 pragmatic performance. Applied Pragmatics, 1(1), 1-25. doi: 10.1075/ap.00001.min

Nguyen, T. T. M. (2018). Pragmatic development in the instructed context: A longitudinal investigation of L2 email requests. Pragmatics, 28(2), 217-252. doi: 10.1075/prag.00007.ngu

Nguyen, M. T. T., Do, H. T., Pham, T. T., & Nguyen, A. T. (2018). The effectiveness of corrective feedback for the acquisition of L2 pragmatics: An eight month investigation. International Review of Applied Linguistics in Language Teaching, 56(3), 345-375. doi: 10.1515/iral-2015-0059

Nguyen, H. T., & Nguyen, M. T. T. (2017). “Am I a good boy?”: Explicit membership categorization in parent-child interaction. Journal of Pragmatics, 121, 25-39. doi: 10.1016/j.pragma.2017.08.007

Nguyen, M. T. T. (2017). Using conversation tasks and retrospective methodology to investigate L2 pragmatics development: The case of EFL criticisms and responses to criticisms. The Language Learning Journal, 45(3), 399-417. doi: 10.1080/09571736.2014.908404

Nguyen, M. T. T., Pham, H. T., & Pham, T. M. (2017). The effects of input enhancement and recasts on the development of second language pragmatic competence. Innovation in Language Learning & Teaching, 11(1), 45-67. doi: 10.1080/17501229.2015.1026907

Nguyen, H. T., & Nguyen, M. T. T. (2016). "But please can I play with the iPad?": The development of request negotiation practices by a four-year-old child. Journal of Pragmatics, 101, 66-82. doi: 10.1016/j.pragma.2016.05.013

Nguyen, T. T. M., Do, T. T. H., Nguyen, A. T., & Pham, T. T. T. (2015). Teaching email requests in the academic context: A focus on the role of corrective feedback. Language Awareness, 24(2), 169-195. doi: 10.1080/09658416.2015.1010543

Nguyen, T. T. M., & Ho, G. A. L. (2014). Acquisition of request modifiers in Vietnamese as a second language. Journal of the Southeast Asian Linguistics Society, 7, 31-51.

Minh, N. T. T., & Marlar, L. S. (2014). Effects of parents' corrective feedback on the pragmatic performance of L1 English-speaking Singaporean children. Asian Journal of Applied Linguistics, 1(2), 129-148.

Nguyen, T. T. M. (2013). An exploratory study of criticism realization strategies used by NS and NNS of New Zealand English. Multilingua, 32(1), 103-130. doi: 10.1515/multi-2013-0005

Nguyen, T. T. M. (2013). Instructional effects on the acquisition of modifiers in constructive criticism by EFL learners. Language Awareness, 22(1), 76-94. doi: 10.1080/09658416.2012.658810

Nguyen, T. T. M., & Ho, G. A. L. (2013). Requests and politeness in Vietnamese as a native language. Pragmatics, 23(4), 685-714. doi: 10.1075/prag.23.4.05ngu

Nguyen, T. T. M., Pham, T. H., & Pham, M. T. (2012). The relative effects of explicit and implicit form-focused instruction on the development of L2 pragmatic competence. Journal of Pragmatics, 44(4), 416-434. doi: 10.1016/j.pragma.2012.01.003

Nguyen, M. T. T., & Le, V. C. (2012). Teacher learning within the school context: An ecological perspective. Indonesian Journal of Applied Linguistics, 2(1), 52-67. doi: 10.17509/ijal.v2i1.73

Nguyen, M. T. T. (2011). Learning to communicate in a globalized world: To what extent do school textbooks facilitate the development of intercultural pragmatic competence? RELC Journal, 42(1), 17-30. doi: 10.1177/0033688210390265

Nguyen, T. T. M. (2008). Modifying L2 criticisms: How learners do it? Journal of Pragmatics, 40(4), 768-791. doi: 10.1016/j.pragma.2007.05.008

Nguyen, T. T. M. (2008). Criticizing in an L2: Pragmatic strategies used by Vietnamese EFL learners. Intercultural Pragmatics, 5(1), 41-66. doi: 10.1515/IP.2008.003

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Journal - Research Other

Nguyen, T.-T.-M. (2013). [Review of the book Pragmatics for language educators: A socio-linguistic perspective]. Asian EFL Journal, 15(1), 279-283. [Book Review].

Minh, N. T. T. (2009). [Review of the book Analysing learner language]. Asian EFL Journal, 11(2), 218-219. [Book Review].

Minh, N. T. T. (2007). [Review of the book Pragmatics: A multidisciplinary perspective]. Asian EFL Journal, 9(3), 223-224. [Book Review].

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Conference Contribution - Published proceedings: Full paper

Nguyen, T. T. M. (2005). Pragmatic development in L2 use of criticisms: A case of Vietnamese EFL learners. EUROSLA Yearkbook, 5(1), (pp. 163-194). doi: 10.1075/eurosla.5.09ngu

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Awarded Doctoral Degree

Nguyen, M. T. T. (2005). Criticizing and responding to criticism in a foreign language: A study of Vietnamese learners of English (PhD). University of Auckland, Auckland, New Zealand. Retrieved from http://hdl.handle.net/2292/36

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