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bjects in a short time. Especially in the case of study, some coaches are in Australia (some Australian coaches). With the DCT, the responses are more valuable and reliable because a pilot method can be used. The DCT was written into both Vietnamese and English. For Vietnamese coaches it was written in both languages, but only English for Australian coaches. In the DCT there are three situations with different levels in terms of complication.

The first situation was happening at the court, where a player was asked to improve his/her technical skill. It is a normal matter in training.

The second situation was happening at the gym, where a player was asked to improve his/her physical fitness. It is a more necessary requirement for athletes in training than that in the first case (technical skill) because improving physical fitness requires more time and player’s effort in training. In other words, this situation is more complicated than the first one in terms of requirement.

The third situation was happening at the game, where a player was asked to be ready for his/ her game. In this situation the player was required to show his/her best performance. It is the most complicated case of all.

From the above situations the coaches would show how experienced they are in the way of making requests to their players. Therefore not only their coaching behavior, but also their language use competence would be learned.

3- Method of data collection.

There were two ways to deliver the DCT. The first way was direct. That is, it was given directly to both Australian and Vietnamese coaches working at the center. By this way the purpose of DCT was explained clearly and directly to the coaches.

The second way was indirect. That is, it was sent by email to some Australian coaches who are not in Vietnam. With this way the DCT was piloted, and more explanation to the purpose of the DCT to the Australian coaches in order to get their appropriate responses.

For the Vietnamese coaches it was an option of their answers. English was encouraged but Vietnamese could be used if necessary. In fact, all of them gave their replies in English.

IV- RESULT

As mentioned above to find out the differences and similarities between the Australian and Vietnamese coaches in making requests to their players, the following points would be looked at: the Head Act of the requests, the use of lexical modification, syntactic modification and external modification

Strategy types.

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