Pub Date : 2021-08-31DOI: 10.25073/2525-2445/vnufs.4678
Ton Nu My Nhat, H. Y
The overriding purpose of this study is to examine the features of gender representation in the English stories for children by analyzing the transitivity system, which is a component in the ideational meaning of systemic functional grammar, associated with the internationally influential linguist M.A.K Halliday. The data were collected from the website https://www.bedtimeshortstories.com and analyzed at the levels of clause and word group. The results show that all the six types of transitivity processes are found, with material processes having the highest frequency and followed by verbal, mental, relational, behavioral and existential processes. Besides, both genders are represented in a relatively equal manner in terms of occurrences as participants in different process types, though some gender bias still perpetuates. This may present a tangible challenge for those who attempt to use stories for children for educational purposes.
{"title":"GENDER REPRESENTATION IN CHILDREN’S STORIES: A TRANSITIVITY ANALYSIS","authors":"Ton Nu My Nhat, H. Y","doi":"10.25073/2525-2445/vnufs.4678","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4678","url":null,"abstract":"The overriding purpose of this study is to examine the features of gender representation in the English stories for children by analyzing the transitivity system, which is a component in the ideational meaning of systemic functional grammar, associated with the internationally influential linguist M.A.K Halliday. The data were collected from the website https://www.bedtimeshortstories.com and analyzed at the levels of clause and word group. The results show that all the six types of transitivity processes are found, with material processes having the highest frequency and followed by verbal, mental, relational, behavioral and existential processes. Besides, both genders are represented in a relatively equal manner in terms of occurrences as participants in different process types, though some gender bias still perpetuates. This may present a tangible challenge for those who attempt to use stories for children for educational purposes.","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":"116110104","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}
Pub Date : 2021-08-31DOI: 10.25073/2525-2445/vnufs.4752
Dang Hoang Oanh
The article analyzes and highlights the change in the view of trauma in the trauma research trends in the United States and the West from the 90s of the 20th century to the present, specifically through the case of Cathy Caruth and the waves of post-Caruthic research. By referring to the trauma perspective of Cathy Caruth in classic work Unclaimed Experience: Trauma, Narrative, and History and later studies, we show the shift from the traditional model (trauma as a structural concept) to a pluralistic theoretical model where trauma is seen as a discourse. The article aims to provide a complete, comprehensive conceptualization of trauma while also providing theoretical tools for reading the text.
{"title":"THE CONCEPT OF TRAUMA IN LITERATURE VIEWED FROM THE TRANSITIONING MODELS OF TRAUMA IN THE WEST","authors":"Dang Hoang Oanh","doi":"10.25073/2525-2445/vnufs.4752","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4752","url":null,"abstract":"The article analyzes and highlights the change in the view of trauma in the trauma research trends in the United States and the West from the 90s of the 20th century to the present, specifically through the case of Cathy Caruth and the waves of post-Caruthic research. By referring to the trauma perspective of Cathy Caruth in classic work Unclaimed Experience: Trauma, Narrative, and History and later studies, we show the shift from the traditional model (trauma as a structural concept) to a pluralistic theoretical model where trauma is seen as a discourse. The article aims to provide a complete, comprehensive conceptualization of trauma while also providing theoretical tools for reading the text.","PeriodicalId":249991,"journal":{"name":"VNU Journal of Foreign Studies","volume":"126 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":"122755931","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}
Pub Date : 2021-08-31DOI: 10.25073/2525-2445/vnufs.4688
T. Hang
This paper explores experiential meaning realized in transitivity resource and interpersonal meaning realized in the mood and modality resources of two songs about mother by Nguyen Van Ty. The discussion of the experiential and interpersonal meaning explored will enable the researcher to have a better understanding of the image of mother depicted in the two songs. The theoretical framework employed for analysis is Systemic Functional Linguistics. The data for analysis is all clause simplexes collected from the two songs. The findings show that material process is mostly used in both songs and followed by mental, relational and behavioural processes. There are no verbal and existential processes found in both songs. In terms of interpersonal meaning, there is a very high frequency of declarative clauses and a very small number of interrogative and exclamative clauses. Although the occurrence of modality is very humble, it is deployed in both songs. It is recommended that the two songs can be used as an effective source for students who take an interest in studying the Vietnamese language from Systemic Functional Linguistics view.
{"title":"AN ANALYSIS OF SONGS ABOUT MOTHER BY NGUYEN VAN TY FROM SYSTEMIC FUNCTIONAL LINGUISTICS PERSPECTIVE","authors":"T. Hang","doi":"10.25073/2525-2445/vnufs.4688","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4688","url":null,"abstract":"This paper explores experiential meaning realized in transitivity resource and interpersonal meaning realized in the mood and modality resources of two songs about mother by Nguyen Van Ty. The discussion of the experiential and interpersonal meaning explored will enable the researcher to have a better understanding of the image of mother depicted in the two songs. The theoretical framework employed for analysis is Systemic Functional Linguistics. The data for analysis is all clause simplexes collected from the two songs. The findings show that material process is mostly used in both songs and followed by mental, relational and behavioural processes. There are no verbal and existential processes found in both songs. In terms of interpersonal meaning, there is a very high frequency of declarative clauses and a very small number of interrogative and exclamative clauses. Although the occurrence of modality is very humble, it is deployed in both songs. It is recommended that the two songs can be used as an effective source for students who take an interest in studying the Vietnamese language from Systemic Functional Linguistics view.","PeriodicalId":249991,"journal":{"name":"VNU Journal of Foreign Studies","volume":"1 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":"129348188","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}
Pub Date : 2021-08-31DOI: 10.25073/2525-2445/vnufs.4750
Hoàng Văn Vân
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.
{"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}
Pub Date : 2021-08-31DOI: 10.25073/2525-2445/vnufs.4751
Nguyen My Binh
This paper aims to explore the inextricable link between teaching and learning via the use of portfolios as a form of assessment for pre-service and in-service teachers’ professional practice. Specifically, it reviews the body of literature that conceptualizes and defines reflection and reflective practice in the context of teacher education and examines the portfolio’s role as a conduit for teachers’ reflection and professional transformation. The reviewed literature suggests that the use of the portfolio provides formative assessment while, to some extent, promoting professional development and improved practice via enhanced reflection, although the quality of such reflection may not reach a critical level. With careful attention to the introduction of the portfolio and guided support throughout the portfolio process, the use of portfolio assessment can be valuable in the context of teacher education in the higher education system.
{"title":"PORTFOLIO ASSESSMENT AS A TOOL FOR PROMOTING REFLECTION IN TEACHER EDUCATION: A LITERATURE REVIEW","authors":"Nguyen My Binh","doi":"10.25073/2525-2445/vnufs.4751","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4751","url":null,"abstract":"This paper aims to explore the inextricable link between teaching and learning via the use of portfolios as a form of assessment for pre-service and in-service teachers’ professional practice. Specifically, it reviews the body of literature that conceptualizes and defines reflection and reflective practice in the context of teacher education and examines the portfolio’s role as a conduit for teachers’ reflection and professional transformation. The reviewed literature suggests that the use of the portfolio provides formative assessment while, to some extent, promoting professional development and improved practice via enhanced reflection, although the quality of such reflection may not reach a critical level. With careful attention to the introduction of the portfolio and guided support throughout the portfolio process, the use of portfolio assessment can be valuable in the context of teacher education in the higher education system.","PeriodicalId":249991,"journal":{"name":"VNU Journal of Foreign Studies","volume":"6 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":"131488902","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}
Pub Date : 2021-08-31DOI: 10.25073/2525-2445/vnufs.4754
Vu Hai Ha, Nguyen Nha Uyen
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.
{"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}
Pub Date : 2021-08-31DOI: 10.25073/2525-2445/vnufs.4755
Ri Chung Sim, Kang Chol Su, Kim Yong Hyong
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.
{"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}
Pub Date : 2021-08-31DOI: 10.25073/2525-2445/vnufs.4650
Vu Thi Hoang Mai
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.
{"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}
Pub Date : 2021-06-30DOI: 10.25073/2525-2445/vnufs.4643
N. B. Hong
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.
{"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}
Pub Date : 2021-06-30DOI: 10.25073/2525-2445/vnufs.4729
Dương Mỹ Thẩm, Tran Phuong Nhi
This corpus-based research aimed to compare the use of reporting verbs in TESOL research articles between non-native and native English writers. Two corpora including 30 for the non-native corpus and 30 for the native corpus were constructed for analysis. The data in the form of plain text were processed via AntConc software version 3.5.7. The findings indicated significant differences in terms of frequency, function, and position between the two corpora. Specifically, more reporting verbs were found in the non-native corpus than in the native corpus. Of four verb groups of Argue, Find, Show, and Think, Argue group was the top priority used in TESOL research articles by both non-native and native English authors. The results of the functional and positional analysis in both the corpora also showed that two most common functions of reporting verbs were (1) presentation and (2) evaluation and examination, and most of the observed reporting verbs were in neutral position.
{"title":"A Corpus-Based Study on Reporting Verbs Used in Tesol Research Articles by Native and Non-Native Writers","authors":"Dương Mỹ Thẩm, Tran Phuong Nhi","doi":"10.25073/2525-2445/vnufs.4729","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4729","url":null,"abstract":"This corpus-based research aimed to compare the use of reporting verbs in TESOL research articles between non-native and native English writers. Two corpora including 30 for the non-native corpus and 30 for the native corpus were constructed for analysis. The data in the form of plain text were processed via AntConc software version 3.5.7. The findings indicated significant differences in terms of frequency, function, and position between the two corpora. Specifically, more reporting verbs were found in the non-native corpus than in the native corpus. Of four verb groups of Argue, Find, Show, and Think, Argue group was the top priority used in TESOL research articles by both non-native and native English authors. The results of the functional and positional analysis in both the corpora also showed that two most common functions of reporting verbs were (1) presentation and (2) evaluation and examination, and most of the observed reporting verbs were in neutral position.","PeriodicalId":249991,"journal":{"name":"VNU Journal of Foreign Studies","volume":"129 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":"124514256","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}
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