Page 65 - Ky yeu hoi thao KHQT-12-11-2024-final.indd

64 PHẦN I: HỢP TÁC QUỐC TẾ TRONG ĐÀO TẠO TIẾNG TRUNG QUỐC

[14] Meyer, E. (2014). The culture map: Breaking through the
invisible boundaries of global business. PublicAffairs.

[15] Nguyen, T. D., & Pham, H. M. (2020). Innovation in cross-
cultural teaching: Lessons from Sino-Vietnamese collaboration.
Journal of Cross-Cultural Education, 6(2), 112-127.

[16] Nguyen, T. M., & Le, Q. A. (2019). The cultural context of
Sino-Vietnamese educational collaboration: A critical analysis.
Journal of Comparative Education, 55(3), 322-337.

[17] Nguyen, V. P. (2018). Educational expectations and reality: A
case study of Sino-Vietnamese cooperative teaching programs.
International Journal of Language and Education, 4(1), 45-58.
[18] Tajfel, H., & Turner, J. C. (1979). An integrative theory of
intergroup conflict. The social psychology of intergroup
relations, 33(47), 74.

[19] Ting-Toomey, S. (1988). Intercultural conflict styles: A face-
negotiation theory. Theories in intercultural communication,
2(1), 213-235.

[20] Tran, M. T., & Hoang, L. M. (2017). Challenges faced by
Vietnamese teachers in Sino-Vietnamese language programs.
Language Teaching Research, 21(4), 387-404.

[21] Wang, J. (2018). The impact of cultural sensitivity on teaching
effectiveness in cross-cultural contexts. Journal of Intercultural
Education, 12(4), 187-202.

[22] Zhang, H., & Li, M. (2020). Curriculum development in
Sino-Vietnamese language programs: Cultural challenges and
pedagogical solutions. Chinese Education and Society, 53(1),
78-94.

[23] 李明. (2019). 语言教育政策对汉语推广的影响：以中越合
作为例. 国际语言研究, 32(2), 56-72.

[24] 张华. (2020). 文化适应性策略在汉语国际推广中的应用研
究. 语言教育杂志, 45(3), 123-135.