Ý THỨC NGỮ DỤNG HỌC CỦA SINH VIÊN VÀ CÁC HÀM Ý CHO VIỆC GIẢNG DẠY TIẾNG ANH TẠI TRƯỜNG ĐẠI HỌC THƯƠNG MẠI=STUDENTS’ PRAGMATIC AWARENESS AND IMPLICATIONS FOR ENGLISH CLASSROOM TEACHING AT THUONG MAI UNIVERSITY

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Tác giả: Lê Trương Hoàng

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học Ngôn ngữ và Văn hóa, 2018

Mô tả vật lý:

Bộ sưu tập: Metadata

ID: 472134

Thêm vào giỏ

Nghiên cứu này nhằm tìm hiểu ý thức về các hành động phát ngôn cũng như ý thức về ngôn ngữ ngữ dụng học và ngữ dụng học xã hội của sinh viên không chuyên ngành tiếng Anh trường đại học Thương Mại. Đối tượng tham gia gồm 5 người Mỹ và 50 sinh viên tiếng Anh không chuyên năm thứ nhất. Tác giả sử dụng hai bảng phiếu khảo sát làm công cụ nghiên cứu. Kết quả cho thấy ý thức của sinh viên về các hành động phát ngôn còn thấp. Sinh viên có ý thức tốt nhất về hành động yêu cầu, trong khi hành động chào hỏi lại ghi nhận tỉ lệ trả lời đúng rất thấp. Ý thức về các khía cạnh ngôn ngữ ngữ dụng học và ngữ dụng học xã hội của sinh viên vẫn còn hạn chế. Sinh viên chú ý nhiều nhất đến khía cạnh lịch sự, trong khi họ chú trọng ít nhất đến các đặc điểm về văn hoá. Tác giả đã đưa ra một số đề xuất nhằm nâng cao ý thức về ngữ dụng học của sinh viên.This study was carried out to examine Thuong Mai non-English major students’ awareness of two speech acts of requesting and greeting, their pragmalinguistic and sociopragmatic understanding based on these speech acts. The participants were 5 Americans and 50 non-English major freshmen at Thuong Mai University (TMU). Two survey questionnaires were employed as research instruments. The results show that the students’ awareness of speech acts was low. The speech act of requesting comes to the fore with the larger number of participants having the correct answers, whereas the speech act of greeting enjoyed the lower correct response rate. The students’ understanding of pragmalinguistic and sociopragmatic aspects was still limited. The aspect of politeness was paid the most attention to while that of cultural norms was least focused on. A number of suggestions for promoting students’ pragmatic awareness were given to TMU teachers and students of English.

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