NGHIÊN CỨU VỀ SỰ NHẬN DIỆN VÀ ĐÁNH GIÁ NGỮ PHÁP VÀ NGỮ DỤNG THEO TÌNH HUỐNG CỦA SINH VIÊN CHUYÊN NGỮ ĐẠI HỌC YERSIN

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Tác giả: Nguyễn Thụy Khanh Đinh, Thị Diệu Duyên Lê, Trí Cường Ngô

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên, 2022

Mô tả vật lý: tr.74 - 79

Bộ sưu tập: Báo, Tạp chí

ID: 333121

Thêm vào giỏ Liên kết toàn văn

Nghiên cứu này tìm hiểu nhận thức ngữ dụng học và năng lực ngữ dụng học của hai nhóm sinh viên chuyên ngành tiếng Anh (trình độ cao và trình độ thấp) thông qua sự nhận diện lỗi, đánh giá mức độ nghiêm trọng của lỗi thuộc về ngữ pháp và ngữ dụng. Vì đối tượng của nghiên cứu là sinh viên chuyên ngành tiếng Anh trước đây hầu như không học ngữ dụng học, nên các mục đích của nghiên cứu bao gồm: tìm hiểu mức độ nhận thức ngữ dụng học và năng lực ngữ dụng học và trả lời câu hỏi liệu ngữ dụng có nên được chính thức giảng dạy trong chương trình giảng dạy hay không. Dữ liệu được thu thập thông qua Phiếu câu hỏi diễn ngôn (Discourse Completion Task) (Bardovi-Harlig & Dornyei, 1998). Phép kiểm định T-Test độc lập được sử dụng để phân tích dữ liệu. Kết quả cho thấy sinh viên của nhóm thông thạo cao có thể nhận ra các lỗi sai (nói chung) nhiều hơn so với nhóm thông thạo thấp (p<
.001). Mặc dù nhóm sinh viên trình độ cao có thể nhận biết lỗi ngữ pháp tốt hơn nhóm sinh viên trình độ thấp, nhưng không có sự khác biệt đáng kể giữa hai nhóm về khả năng nhận biết lỗi về ngữ dụng học (p=0.19). Do đó, hai nhóm không có sự khác biệt đáng kể trong việc đánh giá mức độ nghiêm trọng của các lỗi sai về ngữ dụng (p=0.54). Các kết quả này có thể khẳng định sự cần thiết của việc dạy môn ngữ dụng học cho sinh viên chuyên ngành tiếng Anh trong các lớp học ngôn ngữ.This study attempts to reveal pragmatic awareness and pragmatic competence by examining the recognition and evaluation of English-majored students (high-leveled and low-leveled) towards grammar and pragmatics. As the subjects of the study are English-majored students who have hardly studied pragmatics before, the aims of the study are to examine their pragmatic awareness and application and to answer the question whether pragmatics should be officially taught in the Teaching Curriculum. Data were collected via DCT (Discourse Completion Tasks) questionnaire (Bardovi-Harlig & Dornyei, 1998). Independent T-Test was employed for the data analysis. The findings show that the students of high proficiency group could recognize the errors (in general) more than those of low proficiency group (p<
.001). Although the high-leveled students can identify the grammatical errors better than the low-leveled ones, there were no significant differences between the students of two groups in pragmatic identification (p=0.19). Hence, both groups have no significant differences in evaluation of the seriousness of pragmatic errors (p=0.54). This can reinforce the need of teaching pragmatics for English-majored students in language classes.

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