Niềm tin và thực tế việc sử dụng các từ nối trong bài luận ielts của người học tiếng anh như là ngoại ngữ

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Tác giả: Thị Hồng Vân Phạm

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Nghiên cứu Nước ngoài, 2023

Mô tả vật lý: tr.170-183

Bộ sưu tập: Metadata

ID: 340573

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Bài viết trình bày kết quả nghiên cứu niềm tin và thực tế việc sử dụng từ nối (discourse markers) trong bài luận IELTS của những người học tiếng Anh như là ngoại ngữ. Tham gia nghiên cứu là một nhóm 60 học viên đang tham gia các khóa luyện thi IELTS tại một trung tâm Anh ngữ ở Thành phố Hồ Chí Minh, Việt Nam. Dữ liệu nghiên cứu được thu thập từ bảng câu hỏi và 120 bài luận IELTS (Task 2) do học viên tham gia nghiên cứu viết. Dữ liệu bảng câu hỏi được xử lý bằng phần mềm SPSS, còn dữ liệu các bài luận được xử lý bằng phần mềm AntConc. Kết quả cho thấy học viên tham gia nghiên cứu có niềm tin mạnh mẽ vào tầm quan trọng của các từ nối trong văn viết, và thực tế họ sử dụng các từ nối trong các bài luận IELTS với tần suất vừa phải. Ngoài ra, trong sáu loại từ nối, học viên sử dụng từ nối thêm thông tin nhiều hơn các loại từ nối khác. Bài viết này cũng trình bày một số đề xuất nhằm nâng cao chất lượng dạy và học tiếng Anh nói chung và dạy và học viết tiếng Anh nói riêng tại nơi nghiên cứu và các nơi khác tương tự.This paper aims at presenting the findings of a study examining the deployment of discourse markers (DMs) in IELTS essays by EFL learners in terms of beliefs and practices. The study involved a group of 60 EFL learners who were taking IELTS preparation courses at an English language center in Ho Chi Minh City, Vietnam. The research data were gained from questionnaires and 120 IELTS essays (Task 2) written by EFL learners. The questionnaire data were processed using the SPSS software, while the essay data were scrutinized by AntConc software. The findings showed that EFL learners strongly believed in the importance of DMs in writing, and they deployed DMs in their writing at a moderate frequency. Additionally, among six categories of DMs, EFL learners utilized elaborative markers more than other categories of DMs. This paper also presents some pedagogical implications in an attempt to improve the quality of English language teaching and learning in general and English writing teaching and learning in specific at the research context and other similar EFL ones.

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