VIỆC SỬ DỤNG PHƯƠNG TIỆN LIÊN KẾT TRONG VIẾT ĐOẠN VĂN CỦA NGƯỜI HỌC TIẾNG ANH TẠI TRUNG TÂM TIẾNG ANH Ở VIỆT NAM
Nội dung chính của bài viết
Tóm tắt
Nghiên cứu này tìm hiểu việc sử dụng phương tiện liên kết (cohesive devices) trong viết đoạn văn của người Việt Nam học tiếng Anh. Dữ liệu được thu thập từ 80 người học tiếng Anh ở bốn lớp học tiếng Anh tiền trung cấp tại hai trung tâm tiếng Anh ở Việt Nam. Mỗi người học viết 5 đoạn văn về 5 chủ đề khác nhau qua nền tảng nhật ký học tập trực tuyến (learning blogs), và tổng khối dữ liệu thu được gồm 400 đoạn văn tiếng Anh. Mô hình phân loại phương tiện liên kết của Halliday và Hasan (1976) được sử dụng để phân tích phương tiện liên kết mà người học sử dụng. Kết quả cho thấy đa số phương tiện liên kết được sử dụng là liên kết ngữ pháp, trong khi đó, phương tiện liên kết ngữ vựng được sử dụng với tần suất ít hơn nhiều và chủ yếu là lặp lại từ (repetition). Trong phương tiện liên kết ngữ pháp, tham chiếu (reference) và từ nối (conjunction) được sử dụng khá phổ biến, trong khi đó, thay thế (substitution) và tỉnh lược (ellipsis) hiếm khi được sử dụng. Từ kết quả thu được, nghiên cứu thảo luận hàm ý sư phạm cho việc dạy kỹ năng viết và sử dụng phương tiện liên kết trong bài viết đối với người học tiếng Anh.
Chi tiết bài viết
Từ khóa
phương tiện liên kết, viết đoạn văn, người Việt Nam học tiếng Anh
Tài liệu tham khảo
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Bahaziq, A. (2016). Cohesive devices in written discourse: A discourse analysis of a student’s essay writing. English Language Teaching, 9(7), 112-119. http://dx.doi.org/10.5539/elt.v9n7p112
Boers, F. (2020). Factors affecting the learning of multiword items. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp. 143-157). Routledge.
Bui, T. N. (2011). Cohesive devices in reading texts in the book Tieng Anh 12 - Ban co ban [Doctoral dissertation, University of Languages and International Studies]. VNU Repository. http://repository.vnu.edu.vn/handle/VNU_123/39977
Bui, P. H., Nguyen, N. Q., Nguyen, T. L., & Nguyen, T. V. (2021). A cross-linguistic approach to analysing cohesive devices in expository writing by Asian EFL teachers. 3L: Language, Linguistics, Literature, 27(2), 16-30. https://doi.org/10.17576/3L-2021-2702-02
Cao, T. H. N. (2012). An analysis of cohesive devices in the ESP textbook on accounting at University of Labor and Social Affairs [Doctoral dissertation, University of Languages and International Studies]. VNU Repository. http://repository.vnu.edu.vn/handle/VNU_123/39979
Chanyoo, N. (2018). Cohesive devices and academic writing quality of Thai undergraduate students. Journal of Language Teaching and Research, 9(5), 994-1001. http://dx.doi.org/10.17507/jltr.0905.13
Cho, H. Y., & Shin, J. (2014). Cohesive devices in English writing textbooks and Korean learners’ English writings. English Teaching, 69(1), 41-59. http://doi.org/10.15858/engtea.69.1.201403.41
Collins, H. (2014). Do you blog? English Teaching Professional, 94, 55-56.
Crossley, S. A., & McNamara, D. S. (2016). Say more and be more coherent: How text elaboration and cohesion can increase writing quality. Journal of Writing
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Crossley, S. A., Weston, J. L., McLain Sullivan, S. T., & McNamara, D. S. (2011). The development of writing proficiency as a function of grade level: A linguistic
analysis. Written Communication, 28(3), 282–311. https://doi.org/10.1177/0741088311410188
Derakhshan, A., & Shirejini, K. R. (2020). An investigation of the Iranian EFL learners’ perceptions towards the most common writing problems. Sage Open, 10(2). https://doi.org/10.1177/2158244020919523
Dilek, Y., & Yürük, N. (2013). Using semantic mapping technique in vocabulary teaching at pre-intermediate level. Procedia-Social and Behavioral Sciences, 70, 1531-1544. https://doi.org/10.1016/j.sbspro.2013.01.221
Enneifer, S. (2021). Tunisian EFL students’ perceptions toward their writing difficulties. Open Journal of Modern Linguistics, 11(4), 655-667. https://www.scirp.org/journal/paperinformation.aspx?paperid=111449
González, M. C. (2017). The contribution of lexical diversity to college-level writing. TESOL Journal, 8(4), 899–919. https://doi.org/10.1002/tesj.342
Halliday, M. A. K., &Hasan, R. (1976). Cohesion in English. Longman.
Halliday, M. A. K., & Matthiessen, C. (2014). Halliday's introduction to functional grammar. Routledge.
Hogue, A. (2008). First steps in academic writing (2nd ed.). Pearson Education.
Kim, S., & Kessler, M. (2022). Examining L2 English university students’ uses of lexical bundles and their relationship to writing quality. Assessing Writing, 51, Article 100589. https://doi.org/10.1016/j.asw.2021.100589
Kwan, L. S., & Yunus, M. M. (2014). Cohesive errors in writing among ESL pre-service teachers. English Language Teaching, 7(11), 130-159. https://www.ccsenet.org/journal/index.php/elt/article/view/41512
Lee, C., Ge, H., & Chung, E. (2021). What linguistic features distinguish and predict L2 writing quality? A study of examination scripts written by adolescent Chinese learners of English in Hong Kong, System, 97, Article 102461. https://doi.org/10.1016/j.system.2021.102461
Liu, M., & Braine, G. (2005). Cohesive features in argumentative writing produced by Chinese undergraduates. System, 33(4), 623-636. https://doi.org/10.1016/j.system.2005.02.002
Nasser, A. N. A. (2017). A study of errors in the use of grammatical cohesive devices in argumentative texts written by Yemeni EFL learners. International Journal of Applied Research, 3(10), 172-176. https://www.allresearchjournal.com/archives/2017/vol3issue10/PartC/3-10-42-942.pdf
Nguyen, B. T. T., Newton, J., & Tran, N. Q. P. (2022). The effect of topic on EFL writing by Vietnamese tertiary students: Insights from combining a lexical richness analysis with student self-reports. Language-related Research Journal, 13(5), 511-540. https://lrr.modares.ac.ir/article-14-59853-fa.html
Nguyen, H. N., & Nguyen, D. K. (2022). Vietnamese learners’ performance in the IELTS writing task 2: Problems, causes, and suggestions. International Journal of TESOL & Education, 2(1), 170-189. https://doi.org/10.54855/ijte.222111
Nirwanto, R. (2021). The adoption of cohesive devices (CDs) in the Indonesian students’ opinion essays. Premise: Journal of English Education and Applied Linguistics, 10(1), 54-64. https://ojs.fkip.ummetro.ac.id/index.php/english/article/view/3239
Nurhidayat, E. F., Apriani, E., & Edy, S. (2021). The analysis of cohesive devices used by tertiary English students in writing English paragraphs. International Journal of Multicultural and Multireligious Understanding, 8(4), 70-81. http://dx.doi.org/10.18415/ijmmu.v8i4.2443
Rahman, Z. A. A. A. (2013). The use of cohesive devices in descriptive writing by Omani student-teachers. SAGE Open, 3(4), 1-10. https://doi.org/10.1177/2158244013506715
Reid, J. (1992). A computer text analysis of four cohesion devices in English discourse by native and nonnative writers. Journal of Second Language Writing, 1(2), 79-107. https://doi.org/10.1016/1060-3743(92)90010-M
Saadat, M., & Alavi, S. Z. (2018). The effect of type of paragraph on native and non-native English speakers’ use of grammatical cohesive devices in writing and raters’ evaluation. The Southeast Asian Journal of English Language Studies, 24(1), 97-111. http://doi.org/10.17576/3L-2018-2401-08
Saputra, A., & Hakim, M. A. (2020). The usage of cohesive devices by high-achieving EFL students in writing argumentative essays. Indonesian TESOL Journal, 2(1), 42-58. https://doi.org/10.24256/itj.v2i1.1227
Savage, A., & Shafiei, M. (2006). Effective academic writing: The paragraph. Oxford University Press.
Tabari, M. A., & Johnson, M. D. (2023). Exploring new insights into the role of cohesive devices in written academic genres. Assessing Writing, 57, Article 100749. https://doi.org/10.1016/j.asw.2023.100749
Tran, T. B. (2005). An error analysis on the use of cohesive devices in writing by freshmen majoring in English at thang long university. [Unpublished master’s thesis]. College of Foreign Languages. Vietnam National University, Hanoi.
Yang, W., & Sun, Y. (2012). The use of cohesive devices in argumentative writing by Chinese EFL learners at different proficiency levels. Linguistics and Education, 23(1), 31-48. https://doi.org/10.1016/j.linged.2011.09.004
Yin, R. K. (2015). Qualitative research from start to finish (2nd ed.). The Guilford Press.
Yoon, H.-J. (2017). Linguistic complexity in L2 writing revisited: Issues of topic,
proficiency, and construct multidimensionality. System, 66, 130–141.
https://doi.org/10.1016/j.system.2017.03.007
Zhang, D. (2009). The application of blog in English writing. Journal of Cambridge Studies, 4(1), 64-72. https://doi.org/10.17863/CAM.1578
Bahaziq, A. (2016). Cohesive devices in written discourse: A discourse analysis of a student’s essay writing. English Language Teaching, 9(7), 112-119. http://dx.doi.org/10.5539/elt.v9n7p112
Boers, F. (2020). Factors affecting the learning of multiword items. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp. 143-157). Routledge.
Bui, T. N. (2011). Cohesive devices in reading texts in the book Tieng Anh 12 - Ban co ban [Doctoral dissertation, University of Languages and International Studies]. VNU Repository. http://repository.vnu.edu.vn/handle/VNU_123/39977
Bui, P. H., Nguyen, N. Q., Nguyen, T. L., & Nguyen, T. V. (2021). A cross-linguistic approach to analysing cohesive devices in expository writing by Asian EFL teachers. 3L: Language, Linguistics, Literature, 27(2), 16-30. https://doi.org/10.17576/3L-2021-2702-02
Cao, T. H. N. (2012). An analysis of cohesive devices in the ESP textbook on accounting at University of Labor and Social Affairs [Doctoral dissertation, University of Languages and International Studies]. VNU Repository. http://repository.vnu.edu.vn/handle/VNU_123/39979
Chanyoo, N. (2018). Cohesive devices and academic writing quality of Thai undergraduate students. Journal of Language Teaching and Research, 9(5), 994-1001. http://dx.doi.org/10.17507/jltr.0905.13
Cho, H. Y., & Shin, J. (2014). Cohesive devices in English writing textbooks and Korean learners’ English writings. English Teaching, 69(1), 41-59. http://doi.org/10.15858/engtea.69.1.201403.41
Collins, H. (2014). Do you blog? English Teaching Professional, 94, 55-56.
Crossley, S. A., & McNamara, D. S. (2016). Say more and be more coherent: How text elaboration and cohesion can increase writing quality. Journal of Writing
Research, 7(3), 351–370. https://doi.org/10.17239/jowr-2016.07.3.02
Crossley, S. A., Weston, J. L., McLain Sullivan, S. T., & McNamara, D. S. (2011). The development of writing proficiency as a function of grade level: A linguistic
analysis. Written Communication, 28(3), 282–311. https://doi.org/10.1177/0741088311410188
Derakhshan, A., & Shirejini, K. R. (2020). An investigation of the Iranian EFL learners’ perceptions towards the most common writing problems. Sage Open, 10(2). https://doi.org/10.1177/2158244020919523
Dilek, Y., & Yürük, N. (2013). Using semantic mapping technique in vocabulary teaching at pre-intermediate level. Procedia-Social and Behavioral Sciences, 70, 1531-1544. https://doi.org/10.1016/j.sbspro.2013.01.221
Enneifer, S. (2021). Tunisian EFL students’ perceptions toward their writing difficulties. Open Journal of Modern Linguistics, 11(4), 655-667. https://www.scirp.org/journal/paperinformation.aspx?paperid=111449
González, M. C. (2017). The contribution of lexical diversity to college-level writing. TESOL Journal, 8(4), 899–919. https://doi.org/10.1002/tesj.342
Halliday, M. A. K., &Hasan, R. (1976). Cohesion in English. Longman.
Halliday, M. A. K., & Matthiessen, C. (2014). Halliday's introduction to functional grammar. Routledge.
Hogue, A. (2008). First steps in academic writing (2nd ed.). Pearson Education.
Kim, S., & Kessler, M. (2022). Examining L2 English university students’ uses of lexical bundles and their relationship to writing quality. Assessing Writing, 51, Article 100589. https://doi.org/10.1016/j.asw.2021.100589
Kwan, L. S., & Yunus, M. M. (2014). Cohesive errors in writing among ESL pre-service teachers. English Language Teaching, 7(11), 130-159. https://www.ccsenet.org/journal/index.php/elt/article/view/41512
Lee, C., Ge, H., & Chung, E. (2021). What linguistic features distinguish and predict L2 writing quality? A study of examination scripts written by adolescent Chinese learners of English in Hong Kong, System, 97, Article 102461. https://doi.org/10.1016/j.system.2021.102461
Liu, M., & Braine, G. (2005). Cohesive features in argumentative writing produced by Chinese undergraduates. System, 33(4), 623-636. https://doi.org/10.1016/j.system.2005.02.002
Nasser, A. N. A. (2017). A study of errors in the use of grammatical cohesive devices in argumentative texts written by Yemeni EFL learners. International Journal of Applied Research, 3(10), 172-176. https://www.allresearchjournal.com/archives/2017/vol3issue10/PartC/3-10-42-942.pdf
Nguyen, B. T. T., Newton, J., & Tran, N. Q. P. (2022). The effect of topic on EFL writing by Vietnamese tertiary students: Insights from combining a lexical richness analysis with student self-reports. Language-related Research Journal, 13(5), 511-540. https://lrr.modares.ac.ir/article-14-59853-fa.html
Nguyen, H. N., & Nguyen, D. K. (2022). Vietnamese learners’ performance in the IELTS writing task 2: Problems, causes, and suggestions. International Journal of TESOL & Education, 2(1), 170-189. https://doi.org/10.54855/ijte.222111
Nirwanto, R. (2021). The adoption of cohesive devices (CDs) in the Indonesian students’ opinion essays. Premise: Journal of English Education and Applied Linguistics, 10(1), 54-64. https://ojs.fkip.ummetro.ac.id/index.php/english/article/view/3239
Nurhidayat, E. F., Apriani, E., & Edy, S. (2021). The analysis of cohesive devices used by tertiary English students in writing English paragraphs. International Journal of Multicultural and Multireligious Understanding, 8(4), 70-81. http://dx.doi.org/10.18415/ijmmu.v8i4.2443
Rahman, Z. A. A. A. (2013). The use of cohesive devices in descriptive writing by Omani student-teachers. SAGE Open, 3(4), 1-10. https://doi.org/10.1177/2158244013506715
Reid, J. (1992). A computer text analysis of four cohesion devices in English discourse by native and nonnative writers. Journal of Second Language Writing, 1(2), 79-107. https://doi.org/10.1016/1060-3743(92)90010-M
Saadat, M., & Alavi, S. Z. (2018). The effect of type of paragraph on native and non-native English speakers’ use of grammatical cohesive devices in writing and raters’ evaluation. The Southeast Asian Journal of English Language Studies, 24(1), 97-111. http://doi.org/10.17576/3L-2018-2401-08
Saputra, A., & Hakim, M. A. (2020). The usage of cohesive devices by high-achieving EFL students in writing argumentative essays. Indonesian TESOL Journal, 2(1), 42-58. https://doi.org/10.24256/itj.v2i1.1227
Savage, A., & Shafiei, M. (2006). Effective academic writing: The paragraph. Oxford University Press.
Tabari, M. A., & Johnson, M. D. (2023). Exploring new insights into the role of cohesive devices in written academic genres. Assessing Writing, 57, Article 100749. https://doi.org/10.1016/j.asw.2023.100749
Tran, T. B. (2005). An error analysis on the use of cohesive devices in writing by freshmen majoring in English at thang long university. [Unpublished master’s thesis]. College of Foreign Languages. Vietnam National University, Hanoi.
Yang, W., & Sun, Y. (2012). The use of cohesive devices in argumentative writing by Chinese EFL learners at different proficiency levels. Linguistics and Education, 23(1), 31-48. https://doi.org/10.1016/j.linged.2011.09.004
Yin, R. K. (2015). Qualitative research from start to finish (2nd ed.). The Guilford Press.
Yoon, H.-J. (2017). Linguistic complexity in L2 writing revisited: Issues of topic,
proficiency, and construct multidimensionality. System, 66, 130–141.
https://doi.org/10.1016/j.system.2017.03.007
Zhang, D. (2009). The application of blog in English writing. Journal of Cambridge Studies, 4(1), 64-72. https://doi.org/10.17863/CAM.1578