Pub Date : 2021-12-31DOI: 10.25073/2525-2445/vnufs.4726
Nguyen Thi Tu Anh, Lam Phan Thi Huong, Nguyễn Văn Sơn
The preliminary purpose of this study was to investigate how non-English-major first-year students evaluated some aspects of an intensive English course that aimed to improve their English language knowledge and skills. After that course, a total of 453 students participated in the study and completed a self-reported survey questionnaire of 31 items in various types. The quantitative data was analyzed using SPSS version 24. The results revealed that most students who attended the intensive English course held positive views towards the course including content, duration, teachers, materials, teaching methods, and facilities. The students were most interested in some components of the course, such as the teachers, their teaching methods, and the classroom facilities. They thought that their vocabulary and grammar improved the most, whereas teamwork skill witnessed the least improvement. Finally, they expected listening, speaking skills, and pronunciation to be added and reinforced more in the next course. The study offered several implications for future courses and relevant stakeholders.
本研究的初步目的是调查非英语专业的一年级学生如何评估旨在提高他们英语语言知识和技能的强化英语课程的某些方面。课程结束后，共有453名学生参与了研究，完成了31项不同类型的自述调查问卷。定量数据采用SPSS version 24进行分析。结果显示，大多数参加过英语强化课程的学生对课程内容、时间、教师、教材、教学方法和设施都持积极态度。学生们对课程的一些组成部分最感兴趣，比如老师、他们的教学方法和教室设施。他们认为他们的词汇和语法提高最多，而团队合作能力的提高最少。最后，他们期望听力、口语和发音在接下来的课程中得到更多的补充和加强。这项研究为未来的课程和相关利益相关者提供了一些启示。
{"title":"A QUANTITATIVE STUDY ON EVALUATION OF AN INTENSIVE ENGLISH COURSE: VOICES OF NON-ENGLISH-MAJOR STUDENTS","authors":"Nguyen Thi Tu Anh, Lam Phan Thi Huong, Nguyễn Văn Sơn","doi":"10.25073/2525-2445/vnufs.4726","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4726","url":null,"abstract":"The preliminary purpose of this study was to investigate how non-English-major first-year students evaluated some aspects of an intensive English course that aimed to improve their English language knowledge and skills. After that course, a total of 453 students participated in the study and completed a self-reported survey questionnaire of 31 items in various types. The quantitative data was analyzed using SPSS version 24. The results revealed that most students who attended the intensive English course held positive views towards the course including content, duration, teachers, materials, teaching methods, and facilities. The students were most interested in some components of the course, such as the teachers, their teaching methods, and the classroom facilities. They thought that their vocabulary and grammar improved the most, whereas teamwork skill witnessed the least improvement. Finally, they expected listening, speaking skills, and pronunciation to be added and reinforced more in the next course. The study offered several implications for future courses and relevant stakeholders.","PeriodicalId":249991,"journal":{"name":"VNU Journal of Foreign Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121628321","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 : 2021-12-31DOI: 10.25073/2525-2445/vnufs.4779
Ton Nu My Nhat, Phan Thi My Hao
This study explores the lexico-grammatical features of the abstracts of research articles (RAAs) in the field of applied linguistics. The data for this study is 30 RAAs from the two journals - English for Specific Purposes Journal (ESPJ) and TESOL Quarterly Journal (TSQJ). The analysis was based on Systemic Functional Grammar (SFG) as an analytical tool and confined to three systems of transitivity, modality and thematisation. The results reveal that regarding transitivity, an overwhelming majority lies with material and relational processes although all types of processes are present. As for modality, most of the clauses are non-modalised. As far as thematic structure is concerned, this genre contains mainly single unmarked topical themes; the use of multiple, interpersonal and textual themes is infrequent. The results of this study hold practical implications for teaching English for Academic Purposes.
{"title":"THE ENGLISH ABSTRACT IN APPLIED LINGUISTICS: LEXICO-GRAMMATICAL FEATURES","authors":"Ton Nu My Nhat, Phan Thi My Hao","doi":"10.25073/2525-2445/vnufs.4779","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4779","url":null,"abstract":"This study explores the lexico-grammatical features of the abstracts of research articles (RAAs) in the field of applied linguistics. The data for this study is 30 RAAs from the two journals - English for Specific Purposes Journal (ESPJ) and TESOL Quarterly Journal (TSQJ). The analysis was based on Systemic Functional Grammar (SFG) as an analytical tool and confined to three systems of transitivity, modality and thematisation. The results reveal that regarding transitivity, an overwhelming majority lies with material and relational processes although all types of processes are present. As for modality, most of the clauses are non-modalised. As far as thematic structure is concerned, this genre contains mainly single unmarked topical themes; the use of multiple, interpersonal and textual themes is infrequent. The results of this study hold practical implications for teaching English for Academic Purposes.","PeriodicalId":249991,"journal":{"name":"VNU Journal of Foreign Studies","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129472635","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 : 2021-12-31DOI: 10.25073/2525-2445/vnufs.4777
Nguyễn Hòa
The study explored the strategies used for representing the two social actors, Donald Trump and Hillary Clinton as a case-study. Data was the transcript of the speech delivered at the 2016 Democratic National Convention (DNC) by President Obama. Grounded in the view that an actor is defined in terms of who he is and what he does, the study adopted a combined approach drawn on van Leeuwen’s social actor representation framework (SAR) and Halliday’s transitivity analysis. Findings reveal the speaker deployed selected strategies to support, to identify with Clinton, and to other Trump at the same time. The use of van Dijk’s ideological square showed how the Us vs. Them characterization functioned as a strategy to further legitimation or de-legitimation of social actors. The study suggests that representations are potentially biased. However, it implicitly recognizes a more powerful role of non-discursive social practices. Implications and suggestions for future research are offered.
{"title":"STRATEGIES FOR REPRESENTING SOCIAL ACTORS: A CASE STUDY","authors":"Nguyễn Hòa","doi":"10.25073/2525-2445/vnufs.4777","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4777","url":null,"abstract":"The study explored the strategies used for representing the two social actors, Donald Trump and Hillary Clinton as a case-study. Data was the transcript of the speech delivered at the 2016 Democratic National Convention (DNC) by President Obama. Grounded in the view that an actor is defined in terms of who he is and what he does, the study adopted a combined approach drawn on van Leeuwen’s social actor representation framework (SAR) and Halliday’s transitivity analysis. Findings reveal the speaker deployed selected strategies to support, to identify with Clinton, and to other Trump at the same time. The use of van Dijk’s ideological square showed how the Us vs. Them characterization functioned as a strategy to further legitimation or de-legitimation of social actors. The study suggests that representations are potentially biased. However, it implicitly recognizes a more powerful role of non-discursive social practices. Implications and suggestions for future research are offered.","PeriodicalId":249991,"journal":{"name":"VNU Journal of Foreign Studies","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122053802","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 : 2021-12-31DOI: 10.25073/2525-2445/vnufs.4430
Khoa Anh Viet, Nguyen Phuc Khanh Linh
Recent advances in Information and Technology Communication (ICT) have prompted significant changes in the domain of education, particularly in the rise of online learning. In early 2018, VNU University of Languages and International Studies (VNU-ULIS) started implementing several web-based courses on a Learning Management System (LMS), in an attempt to encourage the development of online learning at the university. The aim of this study was to investigate the level of readiness for online learning of potential learners of LMS so that both course instructors and course participants would be able to identify difficulties that they might encounter in the novel virtual teaching and learning environment. The data collection process was divided into two phases: closed-ended questionnaire and semi-structured interviews afterwards. The main instrument was Online Learning Readiness Scale developed by Hung Chou, Chen and Own (2010).The final results indicated that university students from both academic years get relatively high levels of online readiness, yet the second year student participants had a slightly higher level of readiness than the first year participants. Therefore, the implementation of LMS was probably more suitable for sophomore ones.
{"title":"ONLINE LEARNING READINESS LEVEL OF FIRST AND SECOND YEAR STUDENTS AT FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION, VNU UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES","authors":"Khoa Anh Viet, Nguyen Phuc Khanh Linh","doi":"10.25073/2525-2445/vnufs.4430","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4430","url":null,"abstract":"Recent advances in Information and Technology Communication (ICT) have prompted significant changes in the domain of education, particularly in the rise of online learning. In early 2018, VNU University of Languages and International Studies (VNU-ULIS) started implementing several web-based courses on a Learning Management System (LMS), in an attempt to encourage the development of online learning at the university. The aim of this study was to investigate the level of readiness for online learning of potential learners of LMS so that both course instructors and course participants would be able to identify difficulties that they might encounter in the novel virtual teaching and learning environment. The data collection process was divided into two phases: closed-ended questionnaire and semi-structured interviews afterwards. The main instrument was Online Learning Readiness Scale developed by Hung Chou, Chen and Own (2010).The final results indicated that university students from both academic years get relatively high levels of online readiness, yet the second year student participants had a slightly higher level of readiness than the first year participants. Therefore, the implementation of LMS was probably more suitable for sophomore ones.","PeriodicalId":249991,"journal":{"name":"VNU Journal of Foreign Studies","volume":"23 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120818224","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 : 2021-12-31DOI: 10.25073/2525-2445/vnufs.4781
Nguyen Vu Khanh, Trương Bạch Lê, Duong Anh Chien
This paper was part of a large-scale research into the use of resources and activities for English language learning after class time by English-majored students at a university in Vietnam. To explore the range of resources and activities frequently used by the researched students, a survey questionnaire was delivered online to 200 respondents via Google Form. The results revealed that online/computer-based/mobile-based and traditional broadcast materials were the most preferred resources for English language learning outside the classroom, whereas Watch YouTube, Listen to songs, Surf the Internet, and Use social media were the activities with the highest frequency of use. In addition, the self-directed naturalistic language learning activities were prevalent among the subjects, followed by self-instruction ones. By contrast, the studied participants tended to avoid taking part in activities that involved naturalistic language learning.
{"title":"USE OF RESOURCES AND ACTIVITIES FOR LANGUAGE LEARNING BEYOND THE CLASSROOM BY ENGLISH-MAJORED STUDENTS AT A UNIVERSITY IN VIETNAM","authors":"Nguyen Vu Khanh, Trương Bạch Lê, Duong Anh Chien","doi":"10.25073/2525-2445/vnufs.4781","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4781","url":null,"abstract":"This paper was part of a large-scale research into the use of resources and activities for English language learning after class time by English-majored students at a university in Vietnam. To explore the range of resources and activities frequently used by the researched students, a survey questionnaire was delivered online to 200 respondents via Google Form. The results revealed that online/computer-based/mobile-based and traditional broadcast materials were the most preferred resources for English language learning outside the classroom, whereas Watch YouTube, Listen to songs, Surf the Internet, and Use social media were the activities with the highest frequency of use. In addition, the self-directed naturalistic language learning activities were prevalent among the subjects, followed by self-instruction ones. By contrast, the studied participants tended to avoid taking part in activities that involved naturalistic language learning.","PeriodicalId":249991,"journal":{"name":"VNU Journal of Foreign Studies","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131787379","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 : 2021-12-31DOI: 10.25073/2525-2445/vnufs.4723
Nguyen Thi My Linh
The economic contract is a typical type of discourse that depends on the agreement between parties. This paper adopted the theoretical framework of Systemic Functional Grammar (SFG) to carry out a transitivity analysis of the ideational function in the Vietnamese economic contract in order to explore the features of this genre, a type of legal discourse. In the economic contract, there are six processes, among which the material process and existential process are dominantly used while the relational process, mental process, behavioral process, and verbal process, each just accounts for the small percentage. These processes are employed in order to express the parties’ experience through legislation of rights, duties, obligation, remedies that they reach during the negotiation. The dominance of such specific processes reflects some features of legal discourse such as conciseness, clearness, exactness.
{"title":"TRANSITIVITY ANALYSIS OF THE VIETNAMESE ECONOMIC CONTRACTS FROM THE PERSPECTIVE OF SYSTEMIC FUNCTIONAL GRAMMAR","authors":"Nguyen Thi My Linh","doi":"10.25073/2525-2445/vnufs.4723","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4723","url":null,"abstract":"The economic contract is a typical type of discourse that depends on the agreement between parties. This paper adopted the theoretical framework of Systemic Functional Grammar (SFG) to carry out a transitivity analysis of the ideational function in the Vietnamese economic contract in order to explore the features of this genre, a type of legal discourse. In the economic contract, there are six processes, among which the material process and existential process are dominantly used while the relational process, mental process, behavioral process, and verbal process, each just accounts for the small percentage. These processes are employed in order to express the parties’ experience through legislation of rights, duties, obligation, remedies that they reach during the negotiation. The dominance of such specific processes reflects some features of legal discourse such as conciseness, clearness, exactness.","PeriodicalId":249991,"journal":{"name":"VNU Journal of Foreign Studies","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134048644","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 : 2021-12-31DOI: 10.25073/2525-2445/vnufs.4746
Tang Thi Lai, Nguyen Hong Lien, Nguyen Ngoc Vu
Technology plays an important role in the educational environment to not only assist in-class procedure but also shift traditional education practice. As a powerful tool to empower students’ voice in learning, the Flipgrid application has become more prominent in the educational environment, particularly in mobile learning. This study was carried out to investigate the impacts of Flipgrid on students’ speaking skills and collect deeper perceptions on the use of Flipgrid after the training process. The study employed a quasi-experimental design with eighty Vietnamese students from two classes at College of Foreign and Economic Relations, Ho Chi Minh city. The training procedures for both groups were similar except for the use of Flipgrid application among the experimental group. Data came from pre-tests, post-tests, online questionnaire and interviews. The findings of the study revealed that there were positive influences of the Flipgrid application on speaking performances for non-majored English students at the research site.
{"title":"FLIPGRID APP FOR TEACHING SPEAKING SKILLS: STUDENTS’ PERCEPTIONS AND PERFORMANCE IMPACT","authors":"Tang Thi Lai, Nguyen Hong Lien, Nguyen Ngoc Vu","doi":"10.25073/2525-2445/vnufs.4746","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4746","url":null,"abstract":"Technology plays an important role in the educational environment to not only assist in-class procedure but also shift traditional education practice. As a powerful tool to empower students’ voice in learning, the Flipgrid application has become more prominent in the educational environment, particularly in mobile learning. This study was carried out to investigate the impacts of Flipgrid on students’ speaking skills and collect deeper perceptions on the use of Flipgrid after the training process. The study employed a quasi-experimental design with eighty Vietnamese students from two classes at College of Foreign and Economic Relations, Ho Chi Minh city. The training procedures for both groups were similar except for the use of Flipgrid application among the experimental group. Data came from pre-tests, post-tests, online questionnaire and interviews. The findings of the study revealed that there were positive influences of the Flipgrid application on speaking performances for non-majored English students at the research site.","PeriodicalId":249991,"journal":{"name":"VNU Journal of Foreign Studies","volume":"235 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124589624","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 : 2021-10-31DOI: 10.25073/2525-2445/vnufs.4683
Lưu Hớn Vũ
Nghiên cứu này tìm hiểu năng lực tự chủ trong học tập tiếng Trung Quốc của sinh viên ngành Ngôn ngữ Trung Quốc, Trường Đại học Sư phạm TP. Hồ Chí Minh qua khảo sát bằng bảng hỏi với 200 sinh viên. Kết quả cho thấy sinh viên có năng lực tự chủ trong học tập tương đối cao, có năng lực tự chủ cao nhất trên phương diện xác định mục tiêu học tập, có năng lực tự chủ thấp nhất trên phương diện giám sát quá trình học tập. Nhân tố giới tính có ảnh hưởng đến năng lực tự chủ trong việc lựa chọn phương pháp học tập, lựa chọn cách thức giải quyết những vấn đề gặp phải trong quá trình học tiếng Trung Quốc. Nhân tố cấp lớp có ảnh hưởng đến năng lực tự chủ trên phương diện lựa chọn phương pháp – chiến lược học tập và giám sát quá trình học tập. Sinh viên có năng lực tự chủ trên phương diện xác định mục tiêu học tập càng cao thì kết quả học tập càng cao.
{"title":"NĂNG LỰC TỰ CHỦ TRONG HỌC TẬP TIẾNG TRUNG QUỐC CỦA SINH VIÊN NGÀNH NGÔN NGỮ TRUNG QUỐC, TRƯỜNG ĐẠI HỌC SƯ PHẠM TP HỒ CHÍ MINH","authors":"Lưu Hớn Vũ","doi":"10.25073/2525-2445/vnufs.4683","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4683","url":null,"abstract":"Nghiên cứu này tìm hiểu năng lực tự chủ trong học tập tiếng Trung Quốc của sinh viên ngành Ngôn ngữ Trung Quốc, Trường Đại học Sư phạm TP. Hồ Chí Minh qua khảo sát bằng bảng hỏi với 200 sinh viên. Kết quả cho thấy sinh viên có năng lực tự chủ trong học tập tương đối cao, có năng lực tự chủ cao nhất trên phương diện xác định mục tiêu học tập, có năng lực tự chủ thấp nhất trên phương diện giám sát quá trình học tập. Nhân tố giới tính có ảnh hưởng đến năng lực tự chủ trong việc lựa chọn phương pháp học tập, lựa chọn cách thức giải quyết những vấn đề gặp phải trong quá trình học tiếng Trung Quốc. Nhân tố cấp lớp có ảnh hưởng đến năng lực tự chủ trên phương diện lựa chọn phương pháp – chiến lược học tập và giám sát quá trình học tập. Sinh viên có năng lực tự chủ trên phương diện xác định mục tiêu học tập càng cao thì kết quả học tập càng cao.","PeriodicalId":249991,"journal":{"name":"VNU Journal of Foreign Studies","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128251659","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 : 2021-10-31DOI: 10.25073/2525-2445/vnufs.4764
N. Quang
Sau khi tổng quan các cách tiếp cận của các học giả khác nhau ở bài viết trước, trong bài viết này, tác giả đề xuất một cách tiếp cận chiều qui chiếu ‘Biểu hiện’ với 14 bình diện phạm trù cùng các biểu hiện siêu dụng học và các biểu đạt dụng học của chúng. Tác giả cũng đưa ra mô hình ý niệm mang tính bản thể và nhận thức cho qui chiếu biểu hiện nhằm, một mặt, nêu rõ góc nhìn và cách nhìn của tác giả và, mặt khác, gợi ý cho việc thiết lập các mô hình vận hành khi nghiên cứu liên/giao văn hóa về các biểu hiện/biểu đạt của các bình diện phạm trù cụ thể.
{"title":"HỆ QUI CHIẾU ĐƯỢC ĐỀ XUẤT CHO NGHIÊN CỨU TƯƠNG ĐỒNG-DỊ BIỆT TRONG GIAO TIẾP GIAO VĂN HÓA VÀ SỰ CỐ DỤNG HỌC TRONG GIAO TIẾP LIÊN VĂN HÓA: QUI CHIẾU BIỂU HIỆN (VĂN HÓA) (BÀI 2)","authors":"N. Quang","doi":"10.25073/2525-2445/vnufs.4764","DOIUrl":"https://doi.org/10.25073/2525-2445/vnufs.4764","url":null,"abstract":"Sau khi tổng quan các cách tiếp cận của các học giả khác nhau ở bài viết trước, trong bài viết này, tác giả đề xuất một cách tiếp cận chiều qui chiếu ‘Biểu hiện’ với 14 bình diện phạm trù cùng các biểu hiện siêu dụng học và các biểu đạt dụng học của chúng. Tác giả cũng đưa ra mô hình ý niệm mang tính bản thể và nhận thức cho qui chiếu biểu hiện nhằm, một mặt, nêu rõ góc nhìn và cách nhìn của tác giả và, mặt khác, gợi ý cho việc thiết lập các mô hình vận hành khi nghiên cứu liên/giao văn hóa về các biểu hiện/biểu đạt của các bình diện phạm trù cụ thể.","PeriodicalId":249991,"journal":{"name":"VNU Journal of Foreign Studies","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129682563","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 : 2021-10-31DOI: 10.25073/2525-2445/vnufs.4766
Phùng Hà Thanh, Nguyễn Thị Thanh Hà, Nguyễn Minh Tâm, Hoàng Thị Hồng Hạnh, Nguyễn Diệu Hồng, Hoàng Thị Thái Hòa
Bài viết này tổng hợp và tóm tắt quá trình phát triển và đặc điểm hiện thời của Quốc tế học trên thế giới và ở Việt Nam. Từ đó, bài viết mô tả sự phát triển Quốc tế học theo hướng Nghiên cứu văn hóa và truyền thông xuyên quốc gia ở Khoa Ngôn ngữ và Văn hóa các nước nói tiếng Anh, Trường Đại học Ngoại ngữ, ĐHQGHN từ năm 2012 như một trường hợp độc đáo. Tựu trung, bài viết làm nổi bật bước chuyển xuyên quốc gia, sự liên ngành, tính đa dạng và không ngừng biến đổi của các ngành khoa học xã hội và nhân văn đương đại. Tình thế mới này đặt ra yêu cầu tư duy lại cấu trúc học thuật trong hệ thống giáo dục đại học ở Việt Nam theo hướng linh hoạt hơn mà vẫn bền vững dựa trên những thế mạnh cụ thể của các cơ sở học thuật. Bài viết cũng đưa ra một số đề xuất định hướng sự phát triển Quốc tế học tại Trường Đại học Ngoại ngữ, ĐHQGHN.
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