VNU Journal of Foreign Studies最新文献_第10页

GENDER REPRESENTATION IN CHILDREN’S STORIES: A TRANSITIVITY ANALYSIS 儿童故事中的性别表征:及物性分析

VNU Journal of Foreign Studies Pub Date : 2021-08-31 DOI: 10.25073/2525-2445/vnufs.4678

Ton Nu My Nhat, H. Y

引用次数: 0

THE CONCEPT OF TRAUMA IN LITERATURE VIEWED FROM THE TRANSITIONING MODELS OF TRAUMA IN THE WEST 从西方创伤转型模式看文学中的创伤概念

VNU Journal of Foreign Studies Pub Date : 2021-08-31 DOI: 10.25073/2525-2445/vnufs.4752

Dang Hoang Oanh

引用次数: 0

AN ANALYSIS OF SONGS ABOUT MOTHER BY NGUYEN VAN TY FROM SYSTEMIC FUNCTIONAL LINGUISTICS PERSPECTIVE 从系统功能语言学的角度分析阮文泰的母亲歌曲

VNU Journal of Foreign Studies Pub Date : 2021-08-31 DOI: 10.25073/2525-2445/vnufs.4688

T. Hang

引用次数: 0

“METAFUNCTIONS OF LANGUAGE” IN SYSTEMIC FUNCTIONAL LINGUISTICS: A FRAMEWORK FOR THE INTERPRETATION OF MEANING OF TEXT IN SOCIAL CONTEXT 系统功能语言学中的“语言元功能”:社会语境中文本意义解释的框架

VNU Journal of Foreign Studies Pub Date : 2021-08-31 DOI: 10.25073/2525-2445/vnufs.4750

Hoàng Văn Vân

{"title":"“METAFUNCTIONS OF LANGUAGE” IN SYSTEMIC FUNCTIONAL LINGUISTICS: A FRAMEWORK FOR THE INTERPRETATION OF MEANING OF TEXT IN SOCIAL CONTEXT","authors":"Hoàng Văn Vân","doi":"10.25073/2525-2445/vnufs.4750","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4750","url":null,"abstract":"This article is concerned with how “metafunctions of language” is theorized by M.A.K. Halliday in his Systemic Functional Linguistics (SFL) theory, and how the metafunctional framework can be used to analyse and interpret the meaning of text in social context. The paper consists of five sections. Section one introduces the topic of the article. Section two briefly examines the notion of “functions of language” in formal and non-systemic functional (non-SF) models of language. Section three explores in some detail the notion of “metafunctions of language” in the SFL model. The study shows that unlike formal and non-SF models of language, SFL conceptualizes metafunctions of language not just as “uses of language” but as a fundamental property of language itself. To illustrate the applicability of the metafunctional framework to the interpretation of meaning of text in social context, Section four conducts an analysis of two stanzas in the famous Vietnamese poem “Hai sắc hoa ti-gôn” (Two Colours of Antigone) in terms of experiential, interpersonal, textual, and logical meanings. Section five provides a résumé of the issues studied in the article, pointing out the advantages of Halliday’s metafunctional framework. The study aims to contribute to our understanding of language as a system of metafunctions, opening up vast potential for the application of the SFL model to language teaching, learning, and research.","PeriodicalId":249991,"journal":{"name":"VNU Journal of Foreign Studies","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130071422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

PORTFOLIO ASSESSMENT AS A TOOL FOR PROMOTING REFLECTION IN TEACHER EDUCATION: A LITERATURE REVIEW 档案袋评估作为促进教师教育反思的工具:文献综述

VNU Journal of Foreign Studies Pub Date : 2021-08-31 DOI: 10.25073/2525-2445/vnufs.4751

Nguyen My Binh

引用次数: 1

ENGLISH LANGUAGE TEACHERS' PRACTICES OF DEVELOPING DISCOURSE COMPETENCE THROUGH SPEAKING SKILLS FOR GRADE 10 STUDENTS: A CASE STUDY 十年级英语教师通过口语技能培养语篇能力的实践:个案研究

VNU Journal of Foreign Studies Pub Date : 2021-08-31 DOI: 10.25073/2525-2445/vnufs.4754

Vu Hai Ha, Nguyen Nha Uyen

{"title":"ENGLISH LANGUAGE TEACHERS' PRACTICES OF DEVELOPING DISCOURSE COMPETENCE THROUGH SPEAKING SKILLS FOR GRADE 10 STUDENTS: A CASE STUDY","authors":"Vu Hai Ha, Nguyen Nha Uyen","doi":"10.25073/2525-2445/vnufs.4754","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4754","url":null,"abstract":"Being one of the compulsory foreign languages in Vietnam and recently regarded as one of the requirements for higher education enlistment, English has received growing attention from Vietnam high school students (Nguyen, 2021). In Circular 32 (2018), the Vietnam Ministry of Education and Training [MOET] officially recognised communicative competence as the primary outcome of the English National Program of which Discourse Competence (DC) is a crucial component (MOET, 2018). Although the program aims to achieve the outcome with more emphasis on listening and speaking skills, Vietnamese high school students remain to struggle to form extended spoken discourse (Le, 2011). With the view to gaining insights into the actual state of cultivating DC through speaking skills in students, the study investigates four Grade 10 teachers with varied backgrounds and teaching styles in a private school awarded twice by the MOET for educational reforms and their attempts to integrate CLT in the English language teaching curriculum. After conducting the interviews and classroom observation, the findings imply that teachers devised a combination of approaches that had implicit impacts on different aspects of DC-based on students' English proficiency while preserving their teaching philosophies. Such innovativeness could suggest a rudimentary framework for teaching and teacher training programs regarding fostering DC in speaking for EFL students.","PeriodicalId":249991,"journal":{"name":"VNU Journal of Foreign Studies","volume":"285 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116372071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

QRCV APPROACH TO ENHANCING CRITICAL THINKING SKILLS IN ESP LEARNING QRCV方法在学习中提高批判性思维能力

VNU Journal of Foreign Studies Pub Date : 2021-08-31 DOI: 10.25073/2525-2445/vnufs.4755

Ri Chung Sim, Kang Chol Su, Kim Yong Hyong

{"title":"QRCV APPROACH TO ENHANCING CRITICAL THINKING SKILLS IN ESP LEARNING","authors":"Ri Chung Sim, Kang Chol Su, Kim Yong Hyong","doi":"10.25073/2525-2445/vnufs.4755","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4755","url":null,"abstract":"The term ‘Critical Thinking’ increasingly appears in education and language teaching. It would be among key skills for any 21st century learner (Hughes, 2014). Recently, considerable attention has been paid to critical teaching approaches in studying foreign languages. It is usually difficult for students to acquire financial knowledge in English even though they have already passed a basic English course in non-English speaking countries. We introduce the QRCV approach for enhancing learners’ CT skills so that learners can overcome challenges in ESP learning. The main principle of the QRCV approach is heuristic Questioning, Reasoning, Considering the issues from different angles, and Visualizing in learning ESP. Our study aims at validating the QRCV approach in enhancing learners’ CT skills in ESP learning. Participants were 72 students learning finance in English. During a semester, the experimental group (n=36) took the financial English course through the QRCV approach while the control group took it in a conventional approach. The self-developed instrument, Critical Thinking Skills Test for Financial English (CTSTFE) was used as a pretest and posttest, and their results were scored by instructors in accordance with relevant criteria for CT skills. The findings indicate that the experimental group outperformed the control group in the course achievement, especially in the dimension of Considering from multiple-perspectives. Implications for applying QRCV to other ESP courses in general are suggested.","PeriodicalId":249991,"journal":{"name":"VNU Journal of Foreign Studies","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129222923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

WHAT CAN WE LEARN FROM STUDENTS’ WRITTEN REFLECTIONS IN AN INTERCULTURAL COMMUNICATION THEORETICAL COURSE? 在跨文化交际理论课上，我们可以从学生的书面反思中学到什么?

VNU Journal of Foreign Studies Pub Date : 2021-08-31 DOI: 10.25073/2525-2445/vnufs.4650

Vu Thi Hoang Mai

{"title":"WHAT CAN WE LEARN FROM STUDENTS’ WRITTEN REFLECTIONS IN AN INTERCULTURAL COMMUNICATION THEORETICAL COURSE?","authors":"Vu Thi Hoang Mai","doi":"10.25073/2525-2445/vnufs.4650","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4650","url":null,"abstract":"The implementation of intercultural communication (IC) courses has been excitedly scrutinized particularly in multicultural education and training environments. However, little has been talked about such courses as a compulsory theoretical subject at tertiary institutions, especially where communicating across cultures is not a mandatory daily practice. Inspired by the researched merits of reflective thinking, this paper investigates what a lecturer of such a course can learn from her students' assigned written reflections. The analysis, both quantitative and qualitative, of the reflections of eight classes of third year students at a language education university in Hanoi throughout an IC theoretical course has revealed informative implications with respect to: (1) the students' interest and critical thinking in particular issues and/or frameworks in IC; (2) the students' self-regulation in studying such a theoretical subject; (3) the students' reflection levels and their conceptualization of the knowledge and their own learning. This analysis also attempts to discover the effectiveness of reflective writing in an IC theoretical course at the investigated institution, thereby proposing some recommendations to the reflection pedagogy currently employed at the university.","PeriodicalId":249991,"journal":{"name":"VNU Journal of Foreign Studies","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132189991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluative Language in Conclusion Sections of Vietnamese Linguistic Research Articles 越南语研究论文结论部分的评价性语言

VNU Journal of Foreign Studies Pub Date : 2021-06-30 DOI: 10.25073/2525-2445/vnufs.4643

N. B. Hong

{"title":"Evaluative Language in Conclusion Sections of Vietnamese Linguistic Research Articles","authors":"N. B. Hong","doi":"10.25073/2525-2445/vnufs.4643","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4643","url":null,"abstract":"Evaluative language has recently been of great concern as, according to Hunston, “evaluation is one of the most basic and important functions of language worth studying deeply” (2011, p. 11). However, the term seems to be rather new in Vietnamese linguistic community. In order to shed further light on the use of evaluative language in Vietnamese, this article is to examine how evaluative language is exploited by Vietnamese linguists in the conclusion section of their research articles. This study combines both quantitative and qualitative approaches to analyse the ways explicit evaluative language is used in the corpus of 30 Vietnamese empirical research articles in three reputable journals of linguistics in Vietnam. More specifically, the study investigates various evaluative acts classified in the three systems of the Appraisal Framework (by Martin & White, 2005) including Attitude, Engagement and Graduation. Findings are expected to show outstanding patterns of evaluative language used in this section of linguistic research articles such as the salient occurrence of certain evaluative domains or sub-systems, etc. Results of the study are hoped to be of reference for article writers as well as to enrich literature materials for the fields of evaluative language and academic writing pedagogy in Vietnam.","PeriodicalId":249991,"journal":{"name":"VNU Journal of Foreign Studies","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125631359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Corpus-Based Study on Reporting Verbs Used in Tesol Research Articles by Native and Non-Native Writers 基于语料库的英语母语和非英语母语作者在Tesol研究文章中所使用的报告动词研究

VNU Journal of Foreign Studies Pub Date : 2021-06-30 DOI: 10.25073/2525-2445/vnufs.4729

Dương Mỹ Thẩm, Tran Phuong Nhi

引用次数: 3