CÁC NHÂN TỐ GIẢM HỨNG THÚ HỌC TIẾNG ANH PHÁP LÝ ĐỐI VỚI SINH VIÊN CHUYÊN NGÀNH TIẾNG ANH TẠI TRƯỜNG ĐẠI HỌC LUẬT HÀ NỘI

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Tác giả: Thiên Ngân Trần, Văn Tuấn Vũ

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên, 2023

Mô tả vật lý: tr.85 - 94

Bộ sưu tập: Metadata

ID: 339473

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Nghiên cứu này sẽ xem xét 4 nhân tố ảnh hưởng tới giảm hứng thú học tập của sinh viên chuyên ngành tiếng Anh pháp lý tại trường Đại học Luật Hà Nội. Nghiên cứu được thực hiện với 222 mẫu đại diện lựa chọn theo công thức Slovin trên tổng số 430 sinh viên của 3 khóa đang theo học, đó là K45, K46 và K47 tại trường Đại học Luật Hà Nội thông qua phương pháp nghiên cứu kết hợp định tính và định lượng. Kết quả chỉ ra rằng, những nhân tố liên quan đến cơ sở vật chất và trường học, khoa là những nhân tố chính giảm hứng thú học tiếng Anh pháp lý của sinh viên. Nhìn chung, nhân tố giảng viên và sinh viên không phải là nhân tố gây mất hứng thú học tiếng Anh pháp lý. Nhà trường nên thay đổi chính sách, nâng cấp cơ sở vật chất để phục vụ giảng dạy tốt hơn bằng việc dành riêng khu vực cho sinh viên chuyên ngành tiếng Anh nâng cao khả năng sử dụng tiếng Anh pháp lý thông qua các tình huống giả định. Ngoài ra, sinh viên mong muốn có được cơ hội trao đổi khả năng tiếng Anh pháp lý với các cơ sở khác và nơi thực hành pháp lý để cập nhật kiến thức. Kết quả của nghiên cứu mang lại giá trị hữu ích cho quản lý trường học, giảng viên tiếng Anh pháp lý, sinh viên và những người quan tâm về việc sử dụng tiếng Anh pháp lý tại nơi làm việc.This study examined four demotivating factors heavily influencing the progress of legal English major students acquiring legal English at Hanoi Law University. There were 222 representative legal English samples selected by Slovin’s formula over the population of 430 students, who were in K45, K46, and K47 at Hanoi Law University in a mixed-methods approach. The results reveal that infrastructure-related factors and university/faculty-related factors were regarded as demotivating factors. Teacher-related factors and student-related factors were generally not considered as problematic to the respondents. It is advisable for school administrators to adjust their policies to upgrade the infrastructures to serve better teaching qualities by reserving specialized spaces for legal English major students to improve their legal English competency in mooting situations there. Besides, they expect to be given more chances to exchange their legal English abilities with other institutions and current legal practical venues to keep them updated. The findings of this study would be resourceful for school administrators, teachers of legal English, students and anyone who is concerned about the capability of using legal English at work.

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