TÍCH DIỄN TIẾN ĐỀ NGỮ TRONG CÁC BÀI MẪU IELTS TASK 2 TRỰC TUYẾN CỦA MỘT TRANG MẠNG HỌC TIẾNG ANH

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Tác giả: Minh Tam Nguyen Thi, Thang Nguyen Van

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Nghiên cứu Nước ngoài, 2020

Mô tả vật lý: tr.134

Bộ sưu tập: Metadata

ID: 320711

Thêm vào giỏ Liên kết toàn văn

Diễn tiến đề ngữ được định nghĩa là cách mà đề ngữ của một mệnh đề nhắc lại hoặc phát triển nghĩa của đề ngữ hoặc phần thuyết của mệnh đề đi trước (Paltrigde, 2006, p. 148). Dựa trên quan điểm chức năng hệ thống, McCabe (1999) đã phân chia diễn tiến đề ngữ thành năm loại, gồm có: mô hình diễn tiến tuyến tính (Simple Linear), diễn tiến cố định (Constant), diễn tiến phân đề ngữ (Split Theme), diễn tiến phân thuyết (Split Rheme), diễn tiến siêu đề phái sinh (Derived Hypertheme). Nghiên cứu này tìm hiểu sự hiện thực hoá của các hình thức diễn tiến đề ngữ khác nhau và ảnh hưởng của chúng đến chất lượng của các bài viết IELTS Task 2. Được lấy từ một trang mạng trực tuyến, ngữ liệu bao gồm 24 bài luận đã được phân tích bằng cả phương pháp định lượng và định tính. Kết quả nghiên cứu chỉ ra rằng mô hình diễn tiến tuyến tính được sử dụng nhiều nhất, theo sau đó là mô hình diễn tiến cố định, diễn tiến phân thuyết, diễn tiến phân đề ngữ và diễn tiến siêu đề phái sinh. Quá trình phân tích ngữ liệu cũng cho thấy rằng mặc dù mỗi mô hình mang lại những hiệu quả khác nhau, việc sử dụng các mô hình diễn tiến đề ngữ nói chung đã góp phần tạo nên sự mạch lạc và tính liên kết cho bài viết. Mô hình diễn tiến tuyến tính với sự liên kết mang tính chất quy chiếu đã tạo nên một văn bản được phát triển liên lục và có tính liên kết chặt chẽ trong khi mô hình diễn tiến cố định thì giữ được trọng tâm về chủ đề giữa các câu. Trong khi đó, nghiên cứu thấy được rằng mô hình diễn tiến phân thuyết và diễn tiến phân đề ngữ mang lại tính có tổ chức cho sự phát triển của văn bản, còn mô hình diễn tiến siêu đề phái sinh tạo được sự liên kết qua mối quan hệ giữa từ cấp trên (thượng danh) và từ cấp dưới (hạ danh). Một số vấn đề như sự thiếu diễn tiến đề ngữ, sự đặt sai vị trí chủ đề và sự lạm dụng của “There” và “It” ở vị trí chủ đề cũng đã được tìm thấy trong ngữ liệu nghiên cứu.This research aims at investigating the realization of thematic progression (TP) patterns, which is defined as “the way in which the theme of a clause may pick up, or repeat a meaning from a preceding theme or rheme” (Paltrigde, 2006, p. 148), and their effects on text quality of online IELTS Writing Task 2 samples. Investigated in the light of systemic functional approach, TP is classified into five patterns, namely Simple Linear Progression (SLP), Constant Progression (CP), Split Rheme Progression (SRP), Split Theme Progression (STP) and Derived Hypertheme Progression (DHP) (McCabe, 1999). In this study, the corpus consisting of 24 sample essays derived from an English-learning website was analyzed using both quantitative and qualitative methods. The results of this study highlight that SLP is the most frequently employed pattern in the corpus, followed by CP, SRP, STP and DHP patterns respectively. The analysis also shows that proper employment of TP overall is a contributing factor to the coherence and cohesion of the text, with each pattern exerting different effects. SLP, with its cross-referential links, yields a constantly developing and cohesive text whilst CP keeps a strong thematic focus. Meanwhile, SRP and STP patterns are both found to offer a planned text development and DHP creates cohesion with hypernym-hyponym relation. Problems related to the lack of TP, inappropriate theme positioning and the overuse of the theme “It” and “There” are also reported in the corpus.

1. Đọc trực tuyến

1. Đọc trực tuyến

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