TÌM HIỂU KHÓ KHĂN CỦA SINH VIÊN CHUYÊN NGÀNH NGÔN NGỮ ANH TRONG KHI VIẾT HỌC THUẬT

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Tác giả: Hoang Nhat Quyen Nguyen, Quoc Thao Tran

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên, 2020

Mô tả vật lý: tr.123 - 130

Bộ sưu tập: Metadata

ID: 312052

Thêm vào giỏ Liên kết toàn văn

Bài báo này trình bày kết quả nghiên cứu sáu nhóm khó khăn trong viết học thuật, cụ thể là cấu trúc/ trình tự, từ vựng/ chính tả, ngữ pháp, ý bổ trợ, dấu câu/ viết hoa, liên kết và mạch lạc mà sinh viên chuyên ngành Ngôn ngữ Anh gặp phải. Nghiên cứu này gồm có 126 sinh viên chuyên ngành Ngôn ngữ Anh tại một trường đại học ở tỉnh Lâm Đồng tham gia trả lời bảng câu hỏi. Dữ liệu định lượng được thống kê mô tả bằng phần mềm SPPS. Kết quả cho thấy, đối tượng tham gia nghiên cứu gặp nhiều khó khăn trong viết học thuật. Trong sáu nhóm khó khăn, đối tượng tham gia nghiên cứu gặp khó khăn về cấu trúc/ trình tự và sử dụng ngữ pháp và dấu câu/ viết hoa nhiều hơn các nhóm khó khăn khác. Ngoài ra, họ gặp ít khó khăn nhất về liên kết và mạch lạc trong quá trình viết học thuật. Dựa trên những kết quả này, các đề xuất nhằm cải thiện chất lượng dạy và học viết học thuật được đưa ra cho ngữ cảnh nghiên cứu này và các ngữ cảnh tương tự.This paper endeavors to present the findings of a study on the writing difficulties in terms of six aspects in academic writing, namely organization/sequence, vocabulary/spelling, grammar, supporting ideas, punctuation/capitalization, and unity and coherence encountered by English-majored students. The research participants were 126 English-majored students from a higher education institution in Lam Dong province, Vietnam. The participants took part in answering closed-ended questionnaires. Quantitative data were analyzed by SPSS in terms of descriptive statistics. The findings revealed that participants often faced a variety of writing difficulties in academic writing. Remarkably, among six aspects of academic writing difficulties, participants had more difficulties in deploying organization/sequence and using grammar and punctuation/capitalization than the other aspects. Additionally, the aspect of unity and coherence in academic writing was the least difficult one from which they suffered in academic writing. Pedagogical implications are recommended for improving the quality of the teaching and learning of academic writing in the research context and other similar ones.

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