CÁC LỖI THƯỜNG GẶP TRONG BÀI VIẾT SỐ 2, BÀI THI CUỐI KỲ TIẾNG ANH 3 CỦA SINH VIÊN TRƯỜNG ĐẠI HỌC Y - DƯỢC - ĐẠI HỌC THÁI NGUYÊN VÀ ĐỀ XUẤT GIẢI PHÁP=COMMON ERRORS IN STUDENTS’ WRITING PART II, 3RD TERM FINAL EXAM, IN THAI NGUYEN UNIVERSITY OF MEDICINE AND PHARMACY, AND SOLUTIONS

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Tác giả: Hồng Phương Đào, Thị Hồng Nhung Nguyễn, Thị Qùynh Anh Trần

Ngôn ngữ: vie

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Thông tin xuất bản: Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên, 2019

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Bộ sưu tập: Metadata

ID: 435316

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Nghiên cứu này khảo sát các lỗi phổ biến trong Phần 2, Bài thi Viết cuối Học phần 3, của sinh viên trường Đại học Y Dược - Đại học Thái Nguyên dựa trên các tiêu chí theo Khung năng lực ngoại ngữ 6 bậc dành cho Việt Nam (VSTEP) về Mức độ hoàn thành yêu cầu đề bài, Từ vựng, Ngữ pháp, và Bố cục của bài viết. Các nguyên nhân gây ra lỗi cũng được tính đến và một số giải pháp để nâng cao chất lượng của các bài viết đã được đề xuất. Phương pháp nghiên cứu định tính và định lượng được sử dụng trong nghiên cứu này kèm theo sự vận dụng đúng quy trình của một nghiên cứu về việc phân tích lỗi được đưa ra bởi nhà ngôn ngữ học Corder (1973). Dữ liệu thu thập được từ 226 bài viết cho thấy rõ sự ảnh hưởng của tiếng mẹ đẻ, việc dùng sai các cấu trúc ngôn ngữ, sự thiếu liên kết kiến thức ngôn ngữ và xã hội. Kết quả của nghiên cứu có tính ứng dụng cao cho quá trình dạy và học kỹ năng Viết. Việc nhận diện và phân tích các lỗi trong các bài viết khi được đánh giá theo Khung tham chiếu VSTEP cũng mang đến một cái nhìn toàn diện hơn cho giảng viên và sinh viên trong quá trình học tập để đạt đến trình độ B1 và sau B1.The study was conducted to assess the common writing errors in Part 2, 3rd Term Final Exam, of students at Thai Nguyen University of Medicine and Pharmacy basing on the criteria of Vietnamese Standardized Test of English Proficiency (VSTEP) Task Fulfillment, Vocabulary, Grammar, and Organization. In the process, the causes of errors were taken into account and some solutions to enhance the quality of students’ written works were proposed. The qualitative and quantitative method were used in this study, adopting Corder (1973) Steps of error analysis. Data collected f-rom 226 pieces of writing clearly revealed the influence of mother tongue, overgeneralization, and the limitation of sociolinguistics. The findings of this study are highly applicable to the process of teaching and learning Writing skill. The identification and analysis of errors in writing when evaluated in the VSTEP Reference Frame also provide a more comprehensive view for teachers and students during the learning process to reach level B1 and after B1 level.

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