Việc sử dụng phương tiện liên kết trong viết đoạn văn của người học tiếng Anh tại trung tâm tiếng anh ở Việt Nam

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Tác giả: Quốc Tuấn Nguyễn, Thị Bảo Trang Nguyễn, Vũ Quỳnh Như Nguyễn

Ngôn ngữ: vie

Ký hiệu phân loại:

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

Mô tả vật lý: tr.152-169

Bộ sưu tập: Metadata

ID: 389483

Thêm vào giỏ Liên kết toàn văn

Nghiên cứu này tìm hiểu việc sử dụng phương tiện liên kết (cohesive devices) trong viết đoạn văn của người Việt Nam học tiếng Anh. Dữ liệu được thu thập từ 80 người học tiếng Anh ở bốn lớp học tiếng Anh tiền trung cấp tại hai trung tâm tiếng Anh ở Việt Nam. Mỗi người học viết 5 đoạn văn về 5 chủ đề khác nhau qua nền tảng nhật ký học tập trực tuyến (learning blogs), và tổng khối dữ liệu thu được gồm 400 đoạn văn tiếng Anh. Mô hình phân loại phương tiện liên kết của Halliday và Hasan (1976) được sử dụng để phân tích phương tiện liên kết mà người học sử dụng. Kết quả cho thấy đa số phương tiện liên kết được sử dụng là liên kết ngữ pháp, trong khi đó, phương tiện liên kết ngữ vựng được sử dụng với tần suất ít hơn nhiều và chủ yếu là lặp lại từ (repetition). Trong phương tiện liên kết ngữ pháp, tham chiếu (reference) và từ nối (conjunction) được sử dụng khá phổ biến, trong khi đó, thay thế (substitution) và tỉnh lược (ellipsis) hiếm khi được sử dụng. Từ kết quả thu được, nghiên cứu thảo luận hàm ý sư phạm cho việc dạy kỹ năng viết và sử dụng phương tiện liên kết trong bài viết đối với người học tiếng Anh.This research explores Vietnamese EFL students’ use of cohesive devices in paragraph writing. Eighty Vietnamese EFL learners in four pre-intermediate English classes at two English centers in Vietnam each wrote five paragraphs about five different topics via learning blogs, yielding a corpus of 400 paragraphs. Halliday and Hasan’s (1976) cohesion taxonomy was employed to identify and analyse the cohesive devices used. The results of the study show that the learners employed a wide range of cohesive markers in their paragraphs and the large majority of them were grammatical in nature
lexical cohesive means were used to a much smaller extent and mainly involved repetition. Of the grammatical cohesive types, use of reference and conjunction was common while substitution and ellipsis were infrequently used. The study provides important pedagogical implications for EFL writing instruction in regard to the employment of cohesive devices in written language production.

1. Đọc trực tuyến

1. Đọc trực tuyến

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