https://data.ufl.udn.vn/handle/UFL/359 2025-12-08T23:37:55Z https://data.ufl.udn.vn/handle/UFL/1960 Title: An appraisal analysis of the samples for Ielts writing task – a pedagogical Perspective Authors: Trương Thụy Vy Abstract: This study examined the syntactic and semantic aspects of argumentative essays of IELTS writing task 2 (AEIWT2) written by students at an English center in Da Nang from the perspectives of Martin's (2005) appraisal framework and Halliday's (2004) systemic functional linguistics. Besides, the study analyzed students' AEIWT2 in terms of theme and rheme in the sample texts collected. The data were gathered with the qualitative and quantitative methods in order to determine the kinds of JUDGEMENT that students apply to their writing. Based on the research questions, the findings were discussed. First, a thorough analysis of each type of JUDGEMENT and its subcategories was conducted in order to assess the semantic features of the identified JUDGEMENT in the AEIWT2. Second, word groups and the theme-rheme structure of the linguistic items in the data that indicated judgment were discussed in relation to their syntactic characteristics. Through the data collected, the number of words of evaluative language belonging to subsystem JUDGEMENT used by students at the English Center for AEIWT2 was low. Besides, there was a large difference in the quantity of linguistic items of JUDGEMENT used in students’ AEIWT2. Therefore, the ability to persuade readers to seek agreement on the points raised in AEIWT2 was not high. It was anticipated that the study helped educators and English language learners comprehend the appraisal framework better, and students were able to use their teachers' teaching strategies to learn how to use appraisal resources when writing AEIWT2 2024-01-01T00:00:00Z https://data.ufl.udn.vn/handle/UFL/1955 Title: An investigation into the application of mind-mapping in developing english speaking skills among 10th graders at pham phu thu high school in da nang city Authors: Trần Thị Ngân Abstract: This study investigates the effectiveness of mind-mapping in enhancing English speaking skills among 10th graders at Pham Phu Thu High School, Da Nang. Its aims were to assess how significantly mind mapping can enhance students' speaking capabilities and to identify the perceived advantages and challenges of employing mind mapping in English speaking classes. The research focused on two classes, located in Hoa Vang District, Da Nang. A quasi experimental design was adopted, involving pre-tests and post-tests, with data analysis conducted via T-tests and the degree of freedom. Additionally, interviews were conducted with eight groups from the experimental class, each consisting of five participants. These interviews indicated that mind mapping assists students in idea generation for speaking tasks. Post-test results showed that students expanded their vocabulary, constructed longer sentences, and organized their ideas more effectively when mind mapping techniques were used in class. Furthermore, mind mapping was found to boost creativity and motivation among students. Nevertheless, challenges include the need for preparatory material for mind map creation and the difficulty some students face in drawing and organizing ideas on mind maps. Despite these challenges, the study concludes that mind mapping significantly improves students' speaking abilities, making it a valuable strategy for enhancing English speaking proficiency 2024-01-01T00:00:00Z https://data.ufl.udn.vn/handle/UFL/1951 Title: An investigation into the application of audio-lingual method to develop speaking skills of pre-intermediate learners at an english center in danang city Authors: Thái Thảo Abstract: Audio-lingual method is not a new method of teaching, and there has been numerous research investigating into this teaching method in Viet Nam and around the world. However, there is no research of applying the Audio-lingual method on teaching speaking skill to pre-intermediate learners at an English center in Da Nang city. This thesis aims to investigate into the application of the Audio-lingual method and its drills in a speaking course for pre-intermediate learners and the benefits as well as challenges that teacher and students face during the course. There are 20 learners who are 10 and 11 grade students at Da Nang high schools taking part in the course and answer the questionnaire. The thesis is multimethod research, with the combination of self-evaluation (through teaching diary of the teacher) and questionnaire for learners. The research shows how the Audio-lingual method is applied in speaking classroom for pre-intermediate learners and what benefits that teacher and learners receive, as well as challenges they face. There are three drills that are used in the course, including repetition, backward build-up and substitution. The most common benefits when applying the Audio-lingual method into teaching a speaking course are the improvement of students’ confidence, creative, fluency, especially the knowledge of vocabulary and sentence patterns which help them use language flexibly and effectively. Participants in this research say that they have a lot of benefits when learning speaking with the Audio-lingual method, such as immediate correction, pattern remembering, vocabulary and ideas, and listening improvement. There are also some challenges that learners face, consisting of the old habit of writing a text and learn by heart, or the ability of understanding the videos, etc., and learner also give suggestions for future course. Based on findings, some suggestions for further research are made 2024-01-01T00:00:00Z https://data.ufl.udn.vn/handle/UFL/1936 Title: An investigation into the use of functional approach to translation in a grammar course at the university of danang - university of foreign language studies Authors: Nguyễn Thị Cát Phượng Abstract: Translation has been reemerging in language teaching and its use is of great interest to scholars in the field. More evidence is needed to demonstrate its effectiveness in language learning. This research aims to examine the applicability of the functional approaches to translation for English language teaching, focusing on investigating the effect of functional approaches to translation on students’ awareness of Reported speech. This mixed research presents data from students’ test results and interviews among 34 students and 3 teachers from University of Foreign Language Studies - The University of Danang. The research findings showed functional approaches to translation improved students' post-test results, compared to their pretest results. In addition, students' awareness of functional approaches to translation or contextual factors of translation was also improved significantly. Through interviews, students demonstrated favorable attitudes towards the functional approaches to translation in their language learning process. In addition, the results of interviews with teachers showed that they had different opinions regarding the use of translation. Although teachers expressed a lack of interest in translation, they still used translation as a tool to explain grammatical structures that could be confusing to students. This research indicates the feasibility of the functional approaches to translation in the teaching of grammar. Further research is needed in the application of functional approaches to translation as a useful tool in language teaching in general or grammar teaching in particular. 2024-01-01T00:00:00Z