Phương pháp nghiên cứu khoa học Research Methods

Đề thi đáp án Phương pháp nghiên cứu khoa học Research Methods

Đề thi Phương pháp nghiên cứu khoa học Research Methods PPNCKH

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“AN INVESTIGATION INTO HYPERBOLE USED IN ENGLISH AND VIETNAMESE”

I. INTRODUCTION:

1.1 Rationale

                Up to now, language has been considered as a heart of a country, if you want to know the culture of any countries you have to understand the meaning of its language. Therefore, one of the best ways to access the mental life of people in a nation is understanding their language and one of the best ways to understanding language is comprehending its literature.  Since the past, literature has always played an important role to preserve language in general and the good way for writers and poets to use language creatively and perfectively. In addition, the novel or long literature works, idioms are always the important parts in a country’s literature. Idioms are so close to people’s life and they make a language more interesting and vivid. Moreover, using idioms will make your communication more effective and exciting.

                For these reasons, using idioms into teaching how to communicate has become more and more regular at most school on over the world as well as in Vietnam and understanding English idioms will help learners to use them in their communication effectively. Especially, with foreign language students in Vietnam, this step has offically learned by the target language more deeply.

                Because idioms or literature is an interesting part of language, and in some people’s belief it is also the soul of language, the studying and teaching comunication with idioms brings the great interests and benefits to language learners. However, there is a fact that many Vietnamese students find this subject difficult and challenging, so almost literature classes only restrict to students showing their feeling about the literature works or just doing the requirements that their teachers give. Students’ understanding and their opinions about them are usually general and shallow.

                Another problem that we usually face when communicating foreigners is that we are confused to understand or identify the speakers’s meaning and the figurative meaning of idioms they use in conversation. Furthermore, the learners just translate word by word and understand the surface meaning only. As well as with English idioms, the students understand the meaning of all words of them but they can’t realize the real meaning or figurative meaning and artistic values that they want to say. From my own experience of teaching and learing English, I have found that understanding idioms is one of the basic steps in learning English literature as well as conmunication in English. Therefore, the question raised in the mind of language teachers and researchers is that how to help students to understand exactly and deeply the literature in general and the idioms in particular. Base on the purpose of helping Vietnames learners overcome the problems and have an effective learning, I firmly believe that students should be introduce the typical and literature works, and they should be the short works at first, such as some english idioms. More essentally, some basic techniques to evaluate the artistic works or stylistics devices should be also introduced because they are the most effective tools for a writing.

                Due to these problems, I decide to choose some idioms containing hyperbole words and using them in comunication in English and Vietnamese as the main parts of my research because they are not only typical in artistic style but also they can make the readers feel interesting and easy to understand the meaning. And the thesis “An investigation in to hyperbole used in English and Vietnamese” is choosen for my research, Hopefully, the result of the study will be useful for the learners of English and can help them to understand more exactly about the using of figurative devices namely hyperbole.

                1.2 Aims and objectives:

                1.2.1 Aims:

                The study aims to study the use of hyperbole in idioms and in comnunication in English and Vietnamese. Also, this study is hoped to give some ways for those who want to understand literature works more effectively.

                1.2.2 Objestive:

This study is intended to

  • Give a systematic description of the hyperbole used distinctively in English and Vietnamese, their lexical and semantic features, together with their aesthetical cognitive effects.
  • Suggest some implications for the teaching and learning of English.

1.3 Scope of the study:

Lexical slytistic devices are wide area and wide range. However, only hyperbole will be revised and consulted as the basis for the analysis of the study. This study focuses on investigating the use of hyperbole in English and Vietnamese.

1.4 Research question:

Tofullfill the objectives mentioned above, the study will try to find the answers for the follwing questions:

a. ……………………………………………………………….

b………………………………………………………………..

c. ………………………………………………………………

1.5 Justification of the study:

                To some extent, the research will be a valuable contribution for the teaching and learning of English and Vietnames stylistics in general and hyperbole in particular. The findings of the research will help Vietnamese learners appreciate the beauty of how to use idioms containing hyperbole words.

                Moreover, this study will not only help them to get the deep understanding of the language but also provide them with some necessary strategies and techniques in writing an essay, a thesis or even a poem. Besides, I also hope that this research can give students some cues to translate any English literature works into Vietnamese or in contract.

2. Literature review and theoretical background.

2.1 Literature review:

2.2 Theoretical background:

                                2.2.1 Stylistics and Stylistic devices (Rhetoric)

                                                2.2.1.1 Stylistics:

                                2.2.2 Idioms:

                                2.2.3 Hyperbole:

3. Research methods:

                3.1 Methodology:

For the purpose of the study, the descriptive qualitative approach will be used for the investigation. It is also the combination of descriptive and contrastive method.

                The researcher will find the materials (books, related thesis, articles, and magazines) that contain idioms or sayings with hyperbole expressions in both English and Vietnamese. After that, generalizing and identifying the similarities and differences between two languages. Then, this research sugggets some implications for teaching and learning of hyperbole in communication as well as in literature.

                3.2 Sampling:

In order to build of the corpus of the study, I will focus on 100-200 sample of English and Vietnamese idioms and sayings containing hyperbole words

                3.3 Data collection:

This data collection will consist of samples in many sources in both language: English and Vietnamese.

                3.4 Data analysis:

                In order to make the research, researcher reviews existing theories and related studies as the basic of data analyzing. Especially, this research pays attention on analyzing and categorizing data syntactically and lexically.

5. Organizasion of the stydy:

CHAPTER 1: INTRODUCTION

CHAPTER 2: LITERATURE REVIEW AND THEORETICAL BACKGROUND

CHAPTER 3: RESEARCH METHOD

Chapter 4: FINDINGS AND DISCUSSION

Chapter 5: CONCLUSION AND IMPLICATIONS

REFERENCE

ENGLISH

[01] Galperin.I.R, (1977), Stylistics, 2nd edition. Moscow High school.

[02] Oxford Advanced learner’s Dictionary (1997), Oxford University Press

[03] Võ Thị Kiều Loan, (2008), The syntactic, semantic and pragmatic features of hyperbole in English ans Vietnamese literature, M.A. thesis, University of Dannang.

[04] Phạm Thị Mai Phương, (2011), An investigation into english and vietnamese idioms containing the words of possession, M.A. thesis, University of Dannang.

[05] Nguyễn Thị Hiệp, (2001), Acontrastive Analysis of English and Vietnamese idioms Using the term of body parts, M.A thesis, University of Dannang

[06] Phan Thị Tố Như, (1998), A study of some charateristics of structures, meaning and culture of english idioms about animals, MA thesis, University of Dannang.

[07] Nguyễn Thị Phương Thu,  (2008), An investigation into syntactic and semantic feartures of English and Vietnamese idioms containing verb of motion, MA thesis, University of Dannang.

VIETNAMESE

[08] Định Trọng Lạc, Nguyễn Thái Hòa (2004), Phong cách học Tiếng Việt, NXB Giáo dục, Hà Nội

[09] Đỗ hữu Châu, (1981) “Từ vựng – Ngữ nghĩa tiếng Viêt”, NXB Giáo dục

[10] Nguyễn Nhã Bản, (2005), Đặc trưng cấu trúc ngữ nghĩe của thành ngữ, tục ngữ trong ca dao, NXB Văn hóa thông tin

[11] Hồ Lê, (1976), Vấn đề cấu tạo từ của tiếng Việt hiện đại, NXB Khoa học xã hội.

[12] Đinh Trọng Lac, (1981), 99 Phương tiện và biện pháp tu từ tiếng Viêt, NXB Giáo dục

INTERNET

[13] https://en.wikipedia.org/wiki/Hyperbole

[14] http://www.vietnamdaily.com/index.php?c=article&p=14065
[15] http://www.smart-words.org/quotes-sayings/idioms-meaning

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1. You have identified the problem of your study as mentioned below:
Difficulties in Reading Task 3 FCE encountered by 2nd year students at UFLS -UD
1) Write the title for the research with the topic/problem of study:
2) Write the aims and objectives of the study for this research
3) Write the research questions for this research (at least 3 questions)
1) Title:
2) Aims
Objectives
– – –
3) Research Questions
– – –
2. Fill in the blank with one word to complete each of the description below
a. ………………………….. is the degree to which a study accurately reflects or assesses the specific concept that the researcher is attempting to measure.
b. …………………… is whether a test, or whatever your use as a measurement tool, measures something consistently.
3. How to ensure the reliability and validity of the data collection and data analysis?
Reliability………………………………………………………………………………
Validity …………………………………………………………………………………

3. Write the details of the following sources in order in a list of references
1. For a book:
Name of author: Stephen Krashen
Year of publication: 1981
Title of publication: Second Language Acquisition and Second Language Learning
Place of publication: London
Publisher: Pergamon Press Inc.
……………………………………………………………………………………………
2. For a journal article:
Name of author: David Lee
Year of publication: 1996
Title of publication: The semantics of just
Title of journal: Journal of Pragmatics
Volume number: 11
Issue number: 3
Page number: 377–398
Publisher: Oxford University Press
……………………………………………………………………………………………
4. Read the extract of the article below and answer the following questions
AN INVESTIGATION OF LISTENING COMPREHENSION PROBLEMS ENCOUNTERED BY SAUDI
STUDENTS IN THE EL LISTENING CLASSROOM
Dr Arafat Hamouda Corresponding author Email: arafathamouda77@gmail.com
Abstract
Though listening ability is one of the important skills in foreign language learning, there has been relatively little research in this specific area. The present study attempts to investigate the listening problems encountered by a group of first year English major students of Qassim University. 60 students who took the listening course in 20012/13 were selected for the study. Data was gathered by means of questionnaires and interviews. The results of the study showed that accent, pronunciation, speed of speech, insufficient vocabulary, different accent of speakers, lack of concentration, anxiety, and bad quality of recording were the major listening comprehension problems encountered by EFL Saudi learners. Understanding students’ learning difficulties may enable EFL teachers to help students develop effective learning strategies and ultimately improve their English listening abilities.
Questions:
1. What is the research aim of this study?
……………………………………………………………………………………………
2. What is the population of the study?
……………………………………………………………………………………………
3. Is the data collection method of the study qualitative or quantitative or both? Why?
……………………………………………………………………………………………

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 END – TERM TEST 2015-2016
Course: Research MethodTest code: RES101
Course code:Credit: 2
Date:Time allocation: 30’

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1. You have identified the problem of your study as mentioned below. (3ms)

Difficulties in Reading Task 3 FCE  encountered by 2nd  year students at UFLS -UD

1) Write the title for the research with the topic/problem of study

2) Write the aims and objectives of the study for this research

3) Write the research questions for this research (at least 3 questions)

1) Title: (0.5m)

An Investigation into Difficulties in Reading Task 3 FCE  encountered by 2nd  year students at UFLS -UD

2) Aims (0.5m)

The study aims to investigate the Difficulties in Reading Task 3 FCE  encountered by 2nd  year students at UFLS –UD and provide the teachers and learners with practical knowledge to deal with/overcome these difficulties

3) Objectives (1m)

  • To identify the difficulties in Reading Task 3 FCE  encountered by 2nd  year students at UFLS -UD
  • To find out the reasons for the difficulties in Reading Task 3 FCE  encountered by 2nd  year students at UFLS -UD
  • To suggest/put foreward the (effective) solutions to overcome the difficulties in Reading Task 3 FCE 

4) Research Questions (1m)

  • What are the difficulties in Reading Task 3 FCE  encountered by 2nd  year students at UFLS –UD?
  • What are the reasons for the difficulties in Reading Task 3 FCE  encountered by 2nd  year students at UFLS –UD?
  • What are the solutions for the difficulties in Reading Task 3 FCE  encountered by 2nd  year students at UFLS –UD?

2. Fill in the blank with one word to complete each of the description below. (1ms)

  1. …..validity… is the degree to which a study accurately reflects or assesses the specific concept that the researcher is attempting to measure.
  2. ….reliability… is whether a test, or whatever your use as a measurement tool, measures something consistently.

3. How to ensure the reliability and validity of the data collection and data analysis? (2ms)

Reliability

Ask others (colleagues, some of the respondent groups, etc.) to tell in their own words what specific terms mean. Through this process, one can identify items that may not have a clear meaning to the respondent group, and can adjust them accordingly.

Validity

Ask others (colleagues, relatives, friends, etc.) to explain what the question is asking. Through this

process one can identify questions that do not seem to elicit the kind of information desired.

4. Write the details of the following sources in order in a list of references (2ms)

a. For a book

Krashen, S. (1981) Second Language Acquisition and Second Language Learning, Pergamon Press Inc.

London

Hoặc

Krashen, S. (1981) Second Language Acquisition and Second Language Learning, London Pergamon Press

Inc.

b. For a journal article:

Lee, D. (1996) The semantics of just, Journal of Pragmatics Vol.11(3), pp. 377–398, Oxford University

Press

5. Read the extract of the article below and answer the following questions. (2ms)

AN INVESTIGATION OF LISTENING COMPREHENSION PROBLEMS ENCOUNTERED BY SAUDI STUDENTS IN THE EL LISTENING CLASSROOM

Dr Arafat Hamouda Corresponding author Email: arafathamouda77@gmail.com

Questions:

1) What is the research aim of this study?

The study investigates the listening problems encountered by a group of first year English major students of Qassim University

     2) What is the population of the study?

60 students who took the listening course in 20012/13 were selected for the study

      3) Is the data collection method of the study qualitative or quantitative or both? Why?

Qualitative and quantitative. Questionnaire: Quantitative, Interview: Qualitative

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Đáp án Phương pháp nghiên cứu khoa học Research Methods END – TERM TEST 2015

 END – TERM TEST 2015-2016
Course: Research MethodTest code: RES102
Course code:Credit: 2
Date:Time allocation: 40’

1. You have identified the problem of your study as mentioned below. (3ms)

The difficulties in making presentation encountered by 1st year students at UFLS-UD

1) Write the title for the research with the topic/problem of study:

2) Write the aims and objectives of the study for this research

3) Write the research questions for this research (at least 3 questions)

1) Title: (0.5m)

An investigation the difficulties in making presentation encountered by 1st year students at UFLS-UD

2) Aims (0.5m)

The study investigates the difficulties in making presentation encountered by 1st year students at UFLS-UD and provide the teachers and learners with practical knowledge to deal with/overcome these difficulties

3) Objectives (1m)

  • To identify the difficulties in making presentation encountered by 1st year students at UFLS-UD
  • To find out the reasons for difficulties in making presentation encountered by 1st year students at UFLS-UD
  • To suggest/put foreward the (effective) solutions to overcome the difficulties in making presentation encountered by 1st year students at UFLS-UD

4) Research Questions (1m)

  • What are the difficulties in making presentation encountered by 1st year students at UFLS-UD?
  • What are the reasons for the difficulties of making presentation encountered by 1st year students at UFLS-UD?
  • What are the solutions for the difficulties making presentation encountered by 1st year students at UFLS-UD?

2. Provide a brief definition for each of the following terms (only two lines in the space provided in the boxes below. (1ms)

TermDefinition
Reliabilitywhether repeated measurements or assessments provide a consistent result given the same initial circumstances. Reliability is usually concerned with stability over time 
Validityentails the question, ―does your measurement process, assessment, or project actually measure what you intend it to measure? Validity is concerned with whether or not the item actually elicits the intended information

3. How to ensure the reliability and validity of the data collection and data analysis? (2ms)

Reliability

Ask others (colleagues, some of the respondent groups, etc.) to tell in their own words what specific terms mean. Through this process, one can identify items that may not have a clear meaning to the respondent group, and can adjust them accordingly.

Validity

Ask others (colleagues, relatives, friends, etc.) to explain what the question is asking. Through this process one can identify questions that do not seem to elicit the kind of information desired.

3. Write the details of the following sources in order in a list of references (2ms)

a. For a book:

Davis, S. & Brendan S. Gillon (2004) Semantics: A Reader, Oxford University Press, Amsterdam/ Philadelphia

Hoặc

Davis, S. & Brendan S. Gillon (2004) Semantics: A Reader, Amsterdam/ Philadelphia

Oxford University Press.

b. For a journal article:

Hosni, S. (2014) Speaking Difficulties Encountered by Young EFL Learners, International Journal on Studies in English Language and Literature (IJSELL), Vol.2(6), pp. 22-30, John Benjamins Publishing Company

4. Read the extract of the article below and answer the following questions. (2ms)

A STUDY OF THE LANGUAGE DIFFICULTIES OF THE ENGLISH LANGUAGE CENTER (ELC) STUDENTS AT THE ARAB AMERICAN UNIVERSITY OF JENIN

Mosaddaq Yahya

  1. What is the research aim of this study?

The study investigated the language difficulties of the English language center students at the Arab American University of Jenin(AAUJ)

     2. Is the data collection of the study qualitative or quantitative? Why?

Quantiative. Questionnaire was used.

      3. What is the data collection method of the study?

Questionnaires (with five domains)

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