VCE Vietnamese Second Language key terms

A word or phrase placed before a noun to show quantity, such as nhiều, vài, mỗi, or các. Vietnamese does not need a plural ending, so these markers carry the number meaning instead.

A classifier noun used between a number or quantity word and a main noun, for example con in hai con mèo. Choosing the right classifier is part of accurate Vietnamese noun phrases.

A small grammatical word added to a sentence to show attitude, emphasis, or relationship, such as ạ, nhé, đấy, or chứ. It carries tone rather than core meaning.

A sentence-final particle that signals the speaker's mood or intention, for example à for a question or thôi for limiting. It changes how polite, doubtful, or firm a statement sounds.

A connecting word that links words, phrases, or clauses and shows their relationship, such as và, nhưng, vì, or nếu. It is central to building compound and complex sentences.

A compound sentence made of two or more independent clauses joined by a coordinating word or punctuation. Each clause can usually stand alone as a complete sentence.

A complex sentence in which one clause depends on another, often introduced by words like vì, nếu, tuy, or để. The dependent clause cannot normally stand alone.

A passive sentence where the receiver of the action comes first, often marked by được or bị. Vietnamese uses these markers less often than English uses the passive voice.

An active sentence in which the doer of the action is the subject, as in Lan viết bài. It is the most common sentence pattern in spoken and written Vietnamese.

The passive construction itself, formed with bị for unwanted effects and được for favourable ones plus a verb. The choice between them shows whether the result is good or bad for the subject.

A rhetorical question asked for effect rather than for information, so no answer is expected. It is often used in persuasive writing and speeches to push the reader toward a view.

A stylistic device that makes language more expressive, such as simile, metaphor, personification, or repetition. Recognising and naming these devices is part of analysing literary texts.

A metaphor that describes one thing as if it were another without using comparison words like như. It invites the reader to transfer qualities from one image to another.

A simile that compares two things using words such as như, giống như, or tựa like. It is an explicit comparison, unlike metaphor, which hides the comparison.

A fixed four-character or longer expression whose meaning cannot be worked out word by word, such as ăn quả nhớ kẻ trồng cây. Using them well shows idiomatic control.

A short traditional saying that expresses folk wisdom or a moral lesson, often about work, family, or weather. It differs from a proverb-like idiom in giving advice rather than just an image.

Traditional Vietnamese folk verse, usually sung or recited, expressing feelings about love, family, and country life. Its lines are often quoted as evidence of cultural values.

Folk literature passed down orally, including myths, legends, fairy tales, folk songs, and proverbs. It reflects collective experience rather than a single named author.

A legendary narrative about heroes, origins, or historical events, often mixing fact with wonder. Examples include stories of the Hùng kings and the magic crossbow.

A fairy tale featuring magical events and a clear moral outcome, often with a poor hero who succeeds. It usually ends happily and rewards kindness or cleverness.

The central idea or message that a text explores, stated as a short phrase rather than a plot summary. Identifying it is a standard requirement in text-response tasks.

The lesson or viewpoint the author wants readers to take away, often about behaviour or values. It is usually implied and must be supported with evidence from the text.

The main content or key information of a text, summarised briefly without personal opinion. It answers the question of what the text is mostly about.

A shortened restatement of a text's main points in the writer's own words. It keeps the original order of ideas and leaves out detail, examples, and personal comment.

Specific evidence from a text, such as a quotation, figure, or event, used to support an answer. Strong responses link each piece of evidence back to the point being made.

The reasoning a writer or speaker uses to move from evidence to conclusion. In assessment tasks, clear reasoning matters as much as the correct final answer.

The position or stance a person takes on an issue, stated clearly and held consistently. In persuasive tasks the stance usually appears in the introduction and conclusion.

A point of view or opinion on a matter, which may belong to the writer, a character, or a group. Distinguishing whose view is being reported is important in comprehension.

The tone of a text, such as humorous, ironic, serious, or sympathetic, created by word choice and sentence style. Naming the tone requires evidence, not just a label.

A subtle shade of meaning or feeling that a word carries beyond its basic sense, such as formality or affection. Choosing the right shade is tested in vocabulary and register tasks.

The emotional colouring of a word or expression, whether positive, negative, or neutral. It explains why near-synonyms cannot always be swapped without changing the effect.

Words with closely similar meanings, such as nhanh and mau. They are rarely fully interchangeable, so context and collocation decide which one fits.

Words with opposite meanings, such as cao and thấp. Recognising them helps in vocabulary questions and in describing contrast within a text.

A fixed, often formal phrase used as a ready-made unit, such as nhân dịp or nói chung. It functions like a single word and is common in news and administrative texts.

The style or register of a text, for example administrative, journalistic, literary, or conversational. Register affects vocabulary, sentence length, and how directly the writer addresses readers.

The features of spoken Vietnamese, including fillers, short clauses, and informal particles. In written dialogue it is imitated to make characters sound natural.

Colloquial, everyday vocabulary used in casual speech rather than formal writing. It can signal closeness or informality but is usually avoided in reports and essays.

The purpose behind a text or utterance, such as to inform, persuade, entertain, or request action. It shapes the structure and language choices of the whole piece.

The intended readers of a text, whose age, background, and needs influence its style and content. Identifying them helps explain why a text is written as it is.

Breaking a text or issue into parts and explaining how they work together to create meaning or effect. It goes beyond description by showing relationships and reasons.

Judging the value, strength, or effectiveness of a text, argument, or solution and giving reasons. It requires criteria and evidence rather than a bare opinion.