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Tác giả: Chung Thi My Phung; Huynh Ngoc Tai (người hướng dẫn).

Nhà XB: Đại học Trà Vinh. Năm XB: 2015.

Mô tả: 40Tr, kích thước: 30cm. Số định danh: . Vị trí: Phòng đọc.

Tóm tắt:

Much research was carried out to indicate the difficulties that Vietnamese learners had to face when learning English skills. Some of them are about writing skill and writing ability. In this study, a quasi-experimental model was used to examine the effect of using graphic organizers in order to help learners enhance self-efficacy in writing essays, along with the Inspiration Software. This research was conducted in 30 second year students of the English major at Tra Vinh University (N = 30). The participants were divided into 2 groups. One group was trained with traditional instruction called control group, while the experimental group was approached with graphic organizers as a new method to learn writing skills. Both of pre-test and post-test were used to determine the changes in participants' perceived writing self-efficacy. The finding shows that the positive effects of using graphic organizers may help students enhance writing self-efficacy.

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Tác giả: Võ Thị Thùy Dương, ThS. Huỳnh Ngọc Tài (người hướng dẫn) .

Nhà XB: Trường Đại học Trà Vinh. Năm XB: 2015.

Mô tả: 57Tr, kích thước: 30cm. Số định danh:

Tóm tắt:

Much has been written about Vietnamese learners’ difficulties in learning and using English vocabulary. Little research has explored the effect of implementing conceptual metaphors on teaching English phrasal verbs to Vietnamese learners of English. Using a quasi-experimental study, I make an attempt to examine the influence of applying conceptual metaphors on teaching and learning phrasal verbs to Vietnamese first year undergraduate students of English major (n = 30) at Tra Vinh University (TVU). Participants are divided into two groups. On the one hand, participants in the control group were taught a set of 20 phrasal verbs whose particles including into, up, down, out, off phrasal verbs through the traditional instructions. On the other hand, students in the experimental group were received the same input through a cognitive linguistic approach. The study employs post-test to determine learners’ level understanding and retention of phrasal verbs. Findings indicate that applying conceptual metaphor may have beneficial effects on the comprehension and retention of phrasal verbs. Implications for teaching and learning English phrasal verbs to Vietnamese learners of English are also discussed.

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Tác giả: Triệu Tố Hoa, TS. Hồ Đắc Túc (người hướng dẫn).

Nhà XB: Trường Đại học Trà Vinh. Năm XB: 2015.

Mô tả: 54Tr, kích thước: 30cm. Số định danh:

Tóm tắt:

Advertising slogans, also known as taglines, have been considered as a form of art to influence consumer buying behavior. In today’s globalized Vietnam, English language advertising slogans have been popular, but their translation in Vietnamese receives little attention. This study examines translation strategies and the use of cultural references that translators employed to render an English advertising slogan into Vietnamese. A parallel corpus of twelve English advertising slogans and their translated Vietnamese pairs provides the research data. This study uses different analytical approaches (text analysis, sentence structure, cultural references, and translation strategies) to discuss the translation of advertising slogans. The results show that the ‘formal equivalence’, a translation strategy that “focuses attention on the message itself, in both form and content” (Nida 1964:159), has been employed to translate seven out of twelve English slogans into Vietnamese.

This thesis suggests that advertising slogans be translated taking into account translation theory encompassing linguistic and cultural equivalences if the target translated slogan is to function within the target market as though it were an original.

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Tác giả: Thi Ngọc Minh Thùy, TS. Nguyễn Thị Phương Nam (người hướng dẫn).

Nhà XB: Trường Đại học Trà Vinh. Năm XB: 2015.

Mô tả: 44Tr, kích thước: 30cm. Số định danh:

Tóm tắt:

This study examines the effectiveness of reading short stories on second language acquisition of the second language Vietnamese learners at Tra Vinh University. The effect is examined on students’ reading comprehension, critical thinking and writing skill. Data is collected during two days of short story reading review. Participants are three English students at post intermediate level of English proficiency. The reading input’s level of difficulty, fluency of both pre-test and post-test are controlled. Time for reading intervention is also controlled. The pre-test and post-test questions measure the same capacity of language and critical thinking to ensure that one of the texts is not more difficult than another. The experiment found no difference in reading comprehension of the participants but positive change in critical thinking and writing skill.

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Tác giả: Thạch Tha Ri, ThS. Trịnh Bội Ngọc (người hướng dẫn).

Nhà XB: Trường Đại học Trà Vinh. Năm XB: 2015.

Mô tả: 79Tr, kích thước: 30cm. Số định danh:

Tóm tắt:

English collocations have captured the attention of many researchers who master them in English. However, the term “collocation” seems unfamiliar to almost non-English majors at Tra Vinh University. With the objective of bringing a new approach of studying English language more effectively, the researcher carries out a study entitled “Identifying English Collocations Mistakes Made by non-English Majors at Tra Vinh University” to figure out some mistakes of collocations that non-English majors usually make. To collect the data, the researcher designs a test including four tasks to check how the students know and use English collocations. After collecting the tests which are completed by 37 non-English majors, the researcher finds out that a majority of students' collocational knowledge is limited. Furthermore, poor collocation understanding limits their translation and writing skills. Therefore, non-English learners should enhance the knowledge of English collocations by learning words with their collocations, paying more attention to native-speakers’ speaking style and practice using collocations by doing some exercises in academic collocation books. To assist students in obtaining the use of English collocations correctly and naturally is one of the duties of teachers of English. Thus, they should help their students to raise the awareness of word combinations as well as introduce to the students some collocations during their study process by various ways such as games, activities in classrooms.

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Thư viện Trường Đại học Trà Vinh.

Số 126 - Nguyễn Thiện Thành, Khóm 4, phường 5, Thành phố Trà Vinh - Tỉnh Trà Vinh.

Điện thoại: (+84).294.3855246 số nội bộ: 232) * Fax: (+84).294.3855217. Email: library@tvu.edu.vn

Giấy phép xuất bản số: 35/GP-TTDT do Cục QL Phát thanh, Truyền hình và Thông tin điện tử (Bộ TTTT) cấp ngày 05/04/2013

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