https://data.ufl.udn.vn/handle/UFL/1053 2025-12-08T09:39:21Z 2025-12-08T09:39:21Z Th.S Phan Thị Yến https://data.ufl.udn.vn/handle/UFL/1916 2025-03-19T07:05:08Z 2022-01-01T00:00:00Z

Title: Đánh Giá Năng Lực Đầu Ra Của Sinh Viên Tốt Nghiệp Ngành Quốc Tế Học Ở Các Trƣờng Đại Học Việt Nam Authors: Th.S Phan Thị Yến Abstract: - Xây dựng được mô hình đánh giá năng lực đầu ra của sinh viên tốt nghiệp ngành Quốc tế học tại Việt Nam. - Xây dựng được khung năng lực đầu ra và chuẩn đầu ra cho sinh viên tốt nghiệp ngành Quốc tế học trong sự kết hợp với Khung trình độ quốc gia Việt Nam. - Xây dựng công cụ đánh giá năng lực đầu ra của sinh viên tốt nghiệp ngành Quốc tế học cho các đối tượng: Sinh viên, người sử dụng lao động. - Hướng dẫn sử dụng bộ công cụ đánh giá năng lực đầu ra cho sinh viên tốt nghiệp ngành Quốc tế học. - Đưa ra bức tranh chung về năng lực đầu ra của sinh viên tốt nghiệp ngành Quốc tế học tại 04 trường đại học lớn ở Việt Nam từ năm 2017 đến 2019. - Đưa ra định hướng điều chỉnh chương trình đào tạo ngành Quốc tế học tại Việt Nam theo chuẩn đầu ra.

2022-01-01T00:00:00Z Th.S Đoàn Phan Anh Trúc https://data.ufl.udn.vn/handle/UFL/1914 2025-03-19T07:04:39Z 2022-01-01T00:00:00Z

Title: Language Of Graduation In English Literary Discourse Through The Lens Of Translation Authors: Th.S Đoàn Phan Anh Trúc Abstract: This thesis aims at investigating language of graduation, or rather intensification, in English literary discourse through the lens of translation. The study builds on the theoretical framework of Systemic Functional Linguistics by Halliday (1985; 2004) and the linguistic theory of Appraisal developed by Martin and White (2005) with a view to examining the realisations of intensification as embodied in English literary discourse. Via the lens of translation, the thesis stands on the translation models by Nida (2004), Vinay and Darbelnet (2004) and Munday (2012) to analyse the rendering of the expressions of intensification into Vietnamese as well as strategies employed in the process of translation. The study has been conducted using qualitative and descriptive method with quantitative information and basing on 2,121 samples of intensification taken from four selected English literary works of critical and socialist realism in the period of mid-18 th century and mid-19th century. Of the samples, 400 ones have been chosen with their Vietnamese translated versions for an analysis of translation. The research has expanded the category of intensification into three well prescribed sub-types namely (i) isolating intensification; (ii) infusing intensification; and (iii) intensification via rhetorical devices. This prescription can provide a detailed picture of intensification, especially the various realizations of intensification at different ranks from word level involving content words and function words to above-word level or ranks like groups and clauses. The research helps illuminate intensification from a more functional approach rather than from that of structural linguists and grammarians. Noticeably, the research has discovered the nuances of the meaning of intensification through the lens of translation. When it comes to communicating across languages, the level of intensity can be preserved or adjusted in the inclination of sliding-up or sliding-down. Also, the thesis has demonstrated strategies of translation used in the process of rendering the meaning of intensification into Vietnamese. Hopefully, the thesis helps language learners and researchers get better insights into the language of intensification as graduation in this genre and apply it to learning and the practice of translation.

2022-01-01T00:00:00Z Th.S Nguyễn Văn Long https://data.ufl.udn.vn/handle/UFL/1896 2025-03-19T06:59:29Z 2011-01-01T00:00:00Z

Title: Computer – Mediated collaborative Learning In A Vietnamese Tertiary EFL Context: Process, Product, And Learners’ Perceptions Authors: Th.S Nguyễn Văn Long Abstract: Viewing language learning from a sociocultural perspective, this study investigates the natural of both synchronous and asynchronous computer- - mediated communication (CMC) and how these two modes of communication may complement each other and contribute to collaborative learning in an EFL classroom environment. The focus is on collaborative language learning competence and learners’ perceptions of the application of CMC to classroom practices. This classroom – based research took the form of a collaborative problem – solving experiment in a group of EFL students in large university in Central Vietnam. Various data were collected for the study, including the initial pre-project questionnaire on students’ background and attitudes, transcripts from both face – to – face and chat discussion, after – chat focus – group interviews, peer comments from both traditional pen – and – paper and wiki exchanges, final collaborative written assignments, and post – project questionnaire and interviews with students about their reflections on classroom CMC in collaborative learning. The study, with both process and product orientation, took place throughout a 12 – week semester. Results from the study indicated promising avenues for the application of various CMC technologies in the language classroom. First, although learners’ language production in the online synchronous discussion was not as high as that from traditional face – to – face practice, the quality of discussion was persuasively better in the SCMC mode. In addition to the fact that learners’ participation was more equal, evidence of interaction and negotiation leading to satisfactory level of information synthesis were found to be promising elements in online chatscripts. Second, the use of wikis as a new platform for peer exchanges, can be considered an innovation, liberating the students from the conventional, narrow, and linear practice of pen – and-paper-based peer editing. The students participated more, and negotiated more in the multi-way interactive architecture of participation, the wiki. Third, although there was no significantly statistical difference in any of the comparative criteria between the two sets of essays produced by the two classes, indications of trends in terms of quality were positive to-ward the online essays. Fourth, the students’ reflections on and perceptions of the introduction of CMC into the language classroom presented a potential picture of a technology-enhanced classroom. Apart from the fact that computer and typing skills turned out to be the biggest hindrance regarding the effectiveness of CMC integration, the students’ reflections on the process were positive and they saw it as constructive. Finally, the four key issues emerging from the study included classroom boundary, the sociotechnical affordances of the CMC environment, the teachers’ roles in the CMC environment, and product-oriented versus learning- oriented collaborative learning styles.

2011-01-01T00:00:00Z Th.S Nguyễn Thị Minh Trang, 阮氏明庄 https://data.ufl.udn.vn/handle/UFL/1894 2025-03-19T06:58:53Z 2012-01-01T00:00:00Z

Title: 汉越附加语比较研究 Authors: Th.S Nguyễn Thị Minh Trang, 阮氏明庄 Abstract: 本课题全面系统地对比研究了汉越语附加语，全文除绪论和结语外共6章。 §1. 汉语与越语的附加语。首先对越语的附加语研究进行理论思考，对越南语语法学界关于附加语分歧及问题症结进行评述，进而厘定越语的附加语。然后，借鉴汉语附加语的研究成果来重新认识越语的定语、状语和补语，并对越语附加语进行分类。 §2. 汉越语定语的对比分析。描写了汉语和越语定语的构成；比较分析汉越语定语与中心语的语义关系及汉越语多项定语语序；对比汉越语定语的语义指向；揭示汉语与越语定语的共性和个性差异。 §3. 汉越语状语的对比分析。描写了汉语和越语状语的构成；比较分析越汉语状语与中心语的语义关系及越汉语多项状语语序；对比汉越语状语的语义指向；揭示汉语与越语状语的共性与个性差异。 §4. 汉越语补语的对比分析。描写了汉语和越语补语的构成；比较分析汉越语述补结构：越语与汉语对应的述补结构（结果补语、趋向补语、可能补语、程度补语、状态补语、动量补语）及越语特有的补语结构（象声补语、方式补语、原因补语、时间补语）；对比汉越语补语的语义指向；揭示汉语与越语补语的共性和差异特征。 §5. 汉越附加语的共性与差异。汉语和越语都是SVO语言，但汉语的附加语语序是GN/AN型，而越语附加语语序是NG/NA型。然而，两种语言的多项定语的排列原则是相同的：描写性的靠近中心语，限制性的远离中心语，越是靠近中心语的成分和中心语的结合更紧，限定性越强。 §6. 对越语句法分析的理论思考。本课题借鉴汉语语法研究理论与研究成果，从语言类型学的视角来全面考察越语语法现象，拓宽语法研究的视野并改进越语研究方法。

2012-01-01T00:00:00Z