Cấu trúc tu từ phần dẫn nhập báo cáo nghiên cứu tiếng việt và tiếng anh chuyên ngành ngôn ngữ học ứng dụng

ĐẠI HỌC QUỐC GIA THÀNH PHỐ HỒ CHÍ MINH TRƢỜNG ĐẠI HỌC KHOA HỌC XÃ HỘI & NHÂN VĂN - ĐỖ XUÂN HẢI CẤU TRÚC TU TỪ PHẦN DẪN NHẬP BÀI BÁO NGHIÊN CỨU TIẾNG VIỆT VÀ TIẾNG ANH CHUYÊN NGÀNH NGÔN NGỮ HỌC ỨNG DỤNG LUẬN ÁN TIẾN SĨ NGƠN NGỮ HỌC Thành phố Hồ Chí Minh – năm 2019 ĐẠI HỌC QUỐC GIA THÀNH PHỐ HỒ CHÍ MINH TRƢỜNG ĐẠI HỌC KHOA HỌC XÃ HỘI & NHÂN VĂN - ĐỖ XUÂN HẢI CẤU TRÚC TU TỪ PHẦN DẪN NHẬP BÀI BÁO NGHIÊN CỨU TIẾNG VIỆT VÀ TIẾNG ANH CHUYÊN NGÀNH NGÔN NGỮ HỌC ỨNG DỤNG Chuyên ngành: Ngôn ngữ học so sánh đối chiếu Mã số: 62 22 02.41 LUẬN ÁN TIẾN SĨ NGÔN NGỮ HỌC NGƢỜI HƢỚNG DẪN KHOA HỌC TS PHÓ PHƢƠNG DUNG PGS.TS NGUYỄN VĂN NỞ PHẢN BIỆN ĐỘC LẬP PGS.TS PHẠM VĂN TÌNH PGS.TS ĐẶNG NGỌC LỆ PHẢN BIỆN PGS.TS ĐINH ĐIỀN TS NGUYỄN HOÀNG TRUNG TS NGUYỄN THỊ KIỀU THU Thành phố Hồ Chí Minh – năm 2019 i LỜI CAM ĐOAN Tơi xin cam đoan cơng trình nghiên cứu tơi thực Quy trình thực kết nghiên cứu đƣợc mô tả luận án trung thực xác Các kết nghiên cứu luận án chƣa đƣợc công bố công trình khác Tác giả luận án ii LỜI CÁM ƠN Luận án hoàn thành nhờ giúp đỡ nhiều ngƣời mà muốn gửi lời tri ân dƣới đây: Tôi trân trọng cám ơn lãnh đạo Trƣờng ĐH Cần Thơ, lãnh đạo khoa Sƣ phạm, Ngoại ngữ môn PPGD tiếng Anh tạo điều kiện thuận lợi để đƣợc làm nghiên cứu bậc Tiến sĩ ngành Ngôn ngữ học so sánh – đối chiếu trƣờng ĐH Khoa học Xã hội & Nhân văn, Đại học Quốc gia TP HCM Tôi biết ơn sâu sắc hai ngƣời thầy hƣớng dẫn khoa học luận án TS Phó Phƣơng Dung (trƣờng ĐH Khoa học Xã hội & Nhân văn, Đại học Quốc gia TP HCM ) PGS TS Nguyễn Văn Nở (trƣờng ĐH Cần Thơ) Cô Dung thầy Nở vui lòng nhận ngƣời học trò xa lạ lúc liên hệ với cô thầy để nhờ đƣợc hƣớng dẫn Cơ thầy ln có góp ý chiến lƣợc, kịp thời, phản hồi thảo nhanh tận tình hỗ trợ tơi thực luận án Tôi xin gửi lời cám ơn chân thành đến q thầy sau cho tơi nhận xét gợi ý quý báu: GS.TS Nguyễn Đức Dân, GS.TS Bùi Khánh Thế, PGS.TS Lê Khắc Cƣờng, PGS.TS Đinh Điền, PGS.TS Nguyễn Công Đức, PGS.TS Nguyễn Thị Hai, PGS.TS Đặng Ngọc Lệ, PGS.TS Trịnh Sâm, PGS.TS Lê Kính Thắng, PGS.TS Phạm Văn Tình, TS Nguyễn Hồng Chƣơng, TS Đinh Lƣ Giang, TS Huỳnh Thị Hồng Hạnh, TS Nguyễn Thị Nhƣ Ngọc, TS Nguyễn Thị Kiều Thu, TS Nguyễn Hoàng Trung TS Nguyễn Hoàng Tuấn Trong thời gian theo học chƣơng trình NCS viết luận án tơi may mắn đƣợc quý thầy Huỳnh Trung Tín (khoa Ngoại ngữ), thầy Chim Văn Bé (khoa Khoa học Xã hội & Nhân văn), TS Thái Công Dân (khoa Khoa học Xã hội & Nhân văn) trƣờng Đại học Cần Thơ quan tâm, cho lời khuyên, khích lệ tiếp thêm lửa ham thích nghiên cứu ngơn ngữ học PGS.TS Trần Văn Minh (khoa Sƣ phạm) giúp định hƣớng phân bố thời gian hợp lý cho chƣơng trình học TS Bùi iii Thanh Thảo (khoa Khoa học Xã hội & Nhân văn) ln nhiệt tình hỗ trợ lúc cần Xin chân thành cám ơn quý thầy cô! Tôi cám ơn tất thầy cô mà tơi có may mắn đƣợc theo học hay đọc qua sách/bài viết, anh chị em, bạn bè, đồng nghiệp, học trị mà q trình học tập giảng dạy tơi đƣợc tiếp xúc Góp phần khơng nhỏ vào việc hồn thành luận án giúp đỡ tìm tài liệu có liên quan cập nhật cho đề tài Tôi cám ơn TS Trần Thị Mỹ Duyên (khoa Thủy sản, trƣờng ĐH Cần Thơ), TS Đào Duy Tùng (trƣờng ĐH Cửu Long), nhóm học trò cũ chuyên Anh Quốc Học Huế: Nguyễn Thị Thúy Bình, Nguyễn Song Huyền Châu, Lê Thúy Hạnh, Hồng Thị Linh Giang Nguyễn Lê Hồng Phúc trợ giúp thiết yếu Cuối cùng, tri ân thành viên gia đình yêu thƣơng ủng hộ suốt q trình tơi thực luận án thân iv MỤC LỤC LỜI CAM ĐOAN .i LỜI CÁM ƠN ii MỤC LỤC .iv DANH SÁCH HÌNH VẼ VÀ BẢNG BIỂU vii DANH MỤC NHỮNG TỪ VIẾT TẮT TRONG LUẬN ÁN viii DẪN NHẬP 0.1 Lý thực đề tài 0.2 Mục đích, đối tƣợng, phạm vi nghiên cứu 0.3 Nhiệm vụ nghiên cứu 0.4 Ý nghĩa khoa học thực tiễn nghiên cứu 0.4.1 Ý nghĩa khoa học nghiên cứu 0.4.2 Ý nghĩa thực tiễn nghiên cứu 0.5 Giải thích thuật ngữ 0.6 Lịch sử nghiên cứu vấn đề 0.6.1 Nghiên cứu đối chiếu CTTTừ PDNBBNC 0.6.2 Nghiên cứu chuỗi từ vựng PDNBBNC 13 0.7 Bố cục luận án 14 CHƢƠNG MỘT: TỔNG QUAN 17 1.1 Tu từ học đối chiếu 17 1.2 Nghiên cứu thể loại chuyên ngành Ngôn ngữ học ứng dụng 24 1.2.1 Trƣờng phái Tu từ 25 1.2.2 Trƣờng phái Sydney 26 1.2.3 Trƣờng phái ESP 29 1.3 Mơ hình CARS 1990 mơ hình có liên quan khác Swales 34 1.4 Chuỗi từ vựng 44 1.5 Tiểu kết 45 v CHƢƠNG HAI: PHƢƠNG PHÁP NGHIÊN CỨU 46 2.1 Xác định TCs (Tertia comparationes) cho nghiên cứu 46 2.1.1 TC1 – Tƣơng đƣơng cấp độ khái niệm 47 2.1.2 TC2 – Tƣơng đƣơng cấp độ văn 66 2.1.3 TC3 – Tƣơng đƣơng cấp độ từ vựng – ngữ pháp 72 2.2 Quy trình phân tích khối liệu 73 2.2.1 Quy trình phân tích để xác định CTTTừ 73 2.2.2 Xác định chuỗi từ vựng 75 2.3 Tiểu kết 75 CHƢƠNG BA: CẤU TRÚC TU TỪ VÀ CHUỖI TỪ VỰNG TRONG PHẦN KHỐI LIỆU TIẾNG VIỆT VÀ TIẾNG ANH 76 3.1 Cấu trúc tu từ phần khối liệu tiếng Việt 76 3.2 Cấu trúc tu từ phần khối liệu tiếng Anh 78 3.3 Chuỗi từ vựng phát đƣợc phần khối liệu tiếng Việt 80 3.3.1 Chuỗi từ vựng dùng hành động tu từ M1 80 3.3.2 Chuỗi từ vựng dùng hành động tu từ M2 83 3.3.3 Chuỗi từ vựng dùng hành động tu từ M3 85 3.4 Chuỗi từ vựng phát đƣợc phần khối liệu tiếng Anh 88 3.4.1 Chuỗi từ vựng dùng hành động tu từ M1 88 3.4.2 Chuỗi từ vựng dùng hành động tu từ M2 98 3.4.3 Chuỗi từ vựng dùng hành động tu từ M3 100 3.5 Tiểu kết 109 CHƢƠNG BỐN: ĐỐI CHIẾU CẤU TRÚC TU TỪ VÀ CHUỖI TỪ VỰNG PHÁT HIỆN ĐƢỢC TRONG KHỐI LIỆU 110 4.1 Đối chiếu kiểu CTTTừ phát đƣợc 110 4.2 Đối chiếu hành động tu từ/bƣớc thể phát đƣợc 121 4.3 Đối chiếu chuỗi từ vựng tìm thấy khối liệu 133 vi 4.4 Lỗi từ vựng – ngữ pháp phần khối liệu tiếng Việt việc sử dụng phần khối liệu tiếng Anh 140 4.5 Gợi ý sƣ phạm 145 4.6 Tiểu kết 146 KẾT LUẬN 147 TÀI LIỆU THAM KHẢO 151 DANH MỤC CÁC BÀI BÁO ĐÃ CÔNG BỐ 239 vii DANH SÁCH HÌNH VẼ VÀ BẢNG BIỂU Hình 1.1 Minh họa Kaplan cấu trúc đoạn văn nhóm sinh viên khác viết (phỏng theo Kaplan, 1966, tr 15) 19 Bảng 1.1 Mơ hình CARS 1990 (Phỏng theo Swales, 1990, tr 141) 39 Bảng 1.2 Mơ hình CARS 2004 (Phỏng theo mô tả Swales, 2004, tr 230-232) 42 Bảng 2.1 Mô tả TC1: Tƣơng đƣơng cấp độ khái niệm (phát triển dựa Swales, 1990, tr 141 Swales, 2004, tr 230-232) 48 Bảng 2.2 Mô tả TC2: Tƣơng đƣơng cấp độ văn (phát triển dựa Connor & Moreno, 2005, tr 159 Connor & Rozycki, 2013a, tr 435) 67 Bảng 2.3 Bài báo chuyên ngành đƣợc chọn để xây dựng khối liệu tiếng Anh 71 Bảng 2.4 Bài báo chuyên ngành đƣợc chọn để xây dựng khối liệu tiếng Việt 71 Bảng 3.1 CTTTừ phần khối liệu tiếng Việt 76 Bảng 3.2 CTTTừ phần khối liệu tiếng Anh 79 Bảng 4.1 Các kiểu CTTTừ khối liệu 110 Bảng 4.2 Hành động tu từ M1 bƣớc thể 122 Bảng 4.3 Hành động tu từ M2 bƣớc thể 125 Bảng 4.4 Hành động tu từ M3 bƣớc thể 127 Bảng 4.5 Chuỗi từ vựng tìm thấy khối liệu 134 Bảng 4.6 Hình thức chuỗi từ vựng tìm thấy khối liệu 137 viii DANH MỤC NHỮNG TỪ VIẾT TẮT TRONG LUẬN ÁN CTTTừ: Cấu trúc tu từ NNHUD: Ngôn ngữ học ứng dụng PDNBBNC: Phần dẫn nhập báo nghiên cứu CARS: Create A Research Space EAP: English for Academic Purposes EBP: English for Business Purposes EMP: English for Medical Purposes EOP: English for Occupational Purposes ESP: English for Specific Purposes IMRAD: Introduction – Method – Results – (and) Discussion M: Move S: Step TC: Tertium comparationis C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 225 event, they are not as fixed and omnirelevant as some studies sometimes suggest‘ (p 594) (M2S1) A connection between institutional identities and knowledge asymmetries can be found in Sacks‘ [R] original work on membership categorization devices (MCDs), in which he referred to ‗collection K‘ (p 39), consisting of ‗professionals‘ and ‗laymen‘, where the former have ‗special or exclusive rights for dealing with some trouble(s)‘ Heritage has also worked on knowledge asymmetries for several decades and recently defined terms already in common use: the shorthand K+ indicates ‗more knowledgeable‘ and K–, ‗less knowledgeable‘ epistemic stances [R] The term epistemic stance itself ‗concern[s] how speakers position themselves in terms of epistemic status in and through the design of turns at talk‘ (p 33), and epistemic status is defined as ‗relative epistemic access to a domain [which is] stratified between actors such that they occupy different positions on an epistemic gradient‘ from K+ to K− (p 32) Thus, epistemic stance refers to how epistemic status is realized moment-by-moment (M1S3) Heritage [R] also pointed to the importance of epistemic ‗imbalances‘ (p 32), arguing that they may be a driving force for the organization of social interaction in general In the context examined here, how knowledge is displayed in both speaking and writing is a central concern Thus, epistemic stance displays are arguably the most relevant ‗category-bound activity‘ [R] (M1S1) However, the categories indexed by such actions are not typically referred to explicitly; therefore, I endeavor to make explicit the relationship between epistemic stance displays and category membership This study has the following specific goals: (1) to analyze how participants‘ displays of knowing (K+) and not knowing (K–) during the writing conferences index the members‘ categories ‗teacher‘ and ‗student‘, as well as the more specific category ‗autonomous writer‘, a term used in course documents to mean displaying responsibility for one‘s own writing and revising, and (2) to demonstrate how the continuing relevance of these categories is invoked in relation to contexts beyond the immediate one, in ways that sometimes suggest category persistence, and at other times, emergence The data examined here were collected as part of a semester-long ethnographic study of the teaching of writing in two college composition courses, in which two teachers and five students participated More information about the curriculum, participants, and data collection has been published in a prior study [R] The primary focus here is on hours and 40 minutes of videorecorded writing conferences, transcribed according to the system developed by Jefferson [R] (M3S1) Before turning to the analysis, however, I discuss MCA in more depth and the research on the teaching of writing, most relevant to this study (M3S5) E23: McCulloch, S (2013) Investigating the reading-to-write processes and source use of L2 postgraduate students in real-life academic tasks: An exploratory study Journal of English for Academic Purposes, 12, 136-147 The difficulties that student writers, particularly second language writers, experience with source use in academic writing have been widely documented, particularly in relation to issues of plagiarism, patchwriting and over-reliance on quotation [R] (M2S4) It has been argued that problems with source use occur because of factors such as language proficiency [R], cultural differences [R] and an imperfect understanding of what constitutes appropriate source use [R] In much of the literature, problems with source use are characterised as writing-related, and the writing end of the reading-to-write continuum has received more attention than reading (M1S3) Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 226 Those studies which have focused on the reading aspect of the academic reading-towrite process have tended to use rather artificial reading-to-write tasks that represent a poor reflection of the ways in which students actually read to write in higher education settings, particularly at postgraduate level [R] There is therefore a need for research investigating the reading-to-write process in more naturalistic settings (M2S1) The present study aims to shed light on the ways in which L2 postgraduate students use source materials in real-life readingto-write tasks by examining the manner in which they read and interact with their source texts as they read to write for their Master‘s dissertations (M3S1) The next section of this paper briefly reviews the findings of quasi-experimental studies into reading to write, where students wrote in labs or in a single sitting, as well as those using a more naturalistic approach before describing the design of the current study and discussing its results and implications (M3S5) E24: Millar, N (2011) The processing of malformed formulaic language Applied Linguistics, 32, 129-148 It has long been recognized that natural language use often takes the form of recurrent clusters of words [R] Corpus linguistics has demonstrated that the simple combination of grammar and lexis alone cannot account for the lack of variation shown in naturally occurring language [R] As Pawley and Syder [R] famously put it, ‗native speakers not exercise the creative potential of syntactic rules to anything like their full extent‘ (M1S3) Formulaicity in natural language use appears, therefore, not to be peripheral, as was once thought, but rather to play a significant role in the way in which we acquire, process and use language (M1S1) The literature on the subject suggests two main factors as motivating the prevalence of formulaic language: the sociofunctional and the psycholinguistic Sociofunctional explanations posit that formulaic language fulfils human beings‘ ‗desire to sound like others in the speech community‘ [R] From the psycholinguistic perspective, it is widely proposed that formulaic language offers processing advantages [R] That is, prefabricated units support comprehension because the recipient does not need to analyse every word bottom up An utterance is recognized as formulaic by the hearer and the corresponding phrase is accessed within the mental lexicon as a unit, thus avoiding computationally demanding analyses of the input [R] Formulaic sequences, in this way, appear to ‗make it possible for us to protect our own interests by producing language that is fluent and easily understood‘ [R] The functions of formulaic language proposed above have implications for second or foreign language learning With regard to the sociofunctional claims, Skehan [R] comments that learners who restrict themselves to production based on the simple combination of grammar and lexis ‗will be forever marked as non-members of the speech community they aspire to‘ (M1S3) The present study is however concerned with the psycholinguistic claims (M3S1) Based on these, it can be hypothesized that a close alignment of the formulaic sequences used by the speaker to those internalized in the mental lexicon of the hearer will result in lesser processing demands and lead to gains in communication [R] (M3S2) Although the evidence in support of the psycholinguistic claims is strong, only a few studies have investigated the processing of formulaic sequences by second language learners [R], and none have looked at the processing of formulaic sequences produced by language learners (M2S1) The self-paced reading experiment reported in this article investigates whether, and how, learner deviations from formulaic norms impact on the addressee It thus seeks evidential support for the role of formulaic sequences in language learning and teaching (M3S1) The following section reviews research that has explored processing of formulaic sequences, discusses the role of formulaic language in second or foreign language learning, and outlines the hypothesis that is addressed in this study The subsequent sections report the methodology and results of the experiment The results are then discussed and some speculative hypotheses regarding the processing of malformed formulaic language are proposed Finally, in the Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 227 conclusion the findings are summarized and some methodological implications are explored (M3S5) E25: Murphy, J M (2014) Intelligible, comprehensible, non-native models in ESL/EFL pronunciation teaching System, 42, 258-269 What models of English pronunciation are most relevant to English language learners‘ needs? (M3S2) Informed by several strands of applied linguistics (e.g., critical pedagogy (CP), intelligibility research, second language acquisition, teaching English as a Lingua Franca (ELF), teacher identity theory), the paper cautions teachers of English to speakers of other languages not to overemphasize native English speaker (NES) models when teaching pronunciation but to include at least some attention to non-native English speaker (NNES) models as well (M3S9) For a sample of non-native English (NNE) speech to be useful for purposes of pronunciation teaching, however, relevant listeners (e.g., classroom learners, their teacher, likely prospective interlocutors, material developers) should perceive it to be intelligible and comprehensible There are many challenges associated with trying to identify the intelligibility/comprehensibility of an NNE speech sample These include a listener‘s: L1, familiarity with NNE speech, receptivity, attentiveness, level of fatigue, familiarity with the topic being spoken about, etc Because such characteristics impact listeners‘ perceptions [R], it is impossible to describe a particular NNE speech sample as being intrinsically intelligible or comprehensible Attempts at such descriptions are necessarily tied to contexts of instruction and learners‘ needs (M3S7) In the discussion, my intention is to extend themes previously explored by Cook [R] and Graddol [R] in connection with different areas of second language (L2) instruction into the area of L2 pronunciation teaching (M2S2) Traditionally, target models for teaching the pronunciation of ESL and EFL have been proficient NESs from what Kachru [R] terms ‗inner circle‘ nations such as Australia, Canada, Great Britain, Ireland, New Zealand, South Africa, and the United States [R] In addition, the pronunciation models commonly featured in published teaching materials tend to reflect mainstream dialects from Canada, England (i.e., as opposed to Northern Ireland, Scotland, and Wales), the United States, and other inner circle nations [R] Rogerson-Revell [R] offers a useful distinction between models and goals for pronunciation instruction While a pronunciation model serves as ―a set of standard pronunciation forms for a particular accent‖ that can be used as ―a point of reference or guideline‖ for instructional purposes, goals for pronunciation teaching ―may vary depending on the particular contexts in which the learner needs to communicate‖(p 8) (M1S3) E26: Parkinson, J (2013) Adopting academic values: Student use of that-complement clauses in academic writing System, 41, 428-442 Student reports have received less attention than other academic genres like research articles (RAs) or essays (M2S1) My focus in this article is a particular kind of student report: reports on questionnaire survey data (M3S1) Students in a range of fields, such as social and medical science, may be assigned to write reports on survey data (M1S2) Although survey reports are a very specific focus, their similarity with student reports on quantitative data in other disciplines widens the applicability of this analysis (M3S4) Learning to discuss survey results can prove difficult for undergraduate students because of the layered nature of the research, which seeks to study a social phenomenon via the questionnaire participants‘ opinions of the phenomenon (M2S4) My interest is in how writers draw perspectives, opinions and findings of others into their writing and how, based on these, they make their own claims of proof, without identifying themselves with the participants‘ opinions and beliefs Because these are a key resource that writers use to attribute ideas, opinions and beliefs to themselves or others, the focus of my analysis is that-complement clauses (M3S1) Writers Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 228 use that-clauses to align with or distance themselves from others‘ opinions, using evaluative verbs, adjectives and nouns controlling that-clauses (M3S3) In what follows I analyse systematic differences in use of that-clauses between writing by students, and expert academic writers Specifically, I consider differences in reporting words, in the kinds of information packaged into that-clauses and in the reported source of information in that-clauses (M3S5) Important features are firstly the that-clauses themselves (italics in Example 1), as well as the clause into which the that-clause is embedded, containing the source of the that-clause proposition (underlined in Example 1), and the controlling verb (bold in Example 1), adjective or noun: These results clearly show that almost all of the people who were surveyed are in favour of human cloning (student report) (M3S6) I begin by characterising the student report genre before surveying literature on the structural features of that-clauses, including in learner corpora (M3S5) E27: Peters, S (2011) Asserting or deflecting expertise? Exploring the rhetorical practices of master‘s theses in the philosophy of education English for Specific Purposes, 30, 176-185 Perhaps in response to an increased concern with the quality and efficiency of graduate education and the growing pressure of accountability in education [R], there has been an increased effort to explore and analyze the particular discourse characteristics of master‘s and PhD theses (M1S1) For L2 students, this research has aimed to better understand the learning, writing, and supervisory difficulties that arise in second language learners [R] With respect to L1 students, much of the scholarly work has been an attempt to identify the linguistic or structural features of these texts [R] and/or identify their variation across disciplines [R] Whether research has limited its focus to a single corpus of student-produced texts or has engaged in a comparison between student and professional texts [R], the main objective of this body of research has generally been to improve EAP pedagogy and, in turn, improve student writing With this objective, research tends to identify linguistic or structural features considered crucial to successful writing Ultimately, this research often argues to make explicit writing practices which have largely remained implicit in advanced writing programs [R] (M1S3) However, there have been few attempts to understand how linguistic features characteristic of student writing might address context-specific exigencies imposed upon master‘s or PhD students, exigencies particular to student life and therefore different from those faced by professional academics or researchers in their disciplines This omission coincides with a general dearth of theoretical framing that would situate these linguistic features as rhetorical devices that operate in social contexts Research that has linked context to linguistic patterns in student writing has often been limited to identifying the manner in which time constraints imposed upon student-authors influence thesis writing [R] Largely ignored are the unique social functions master‘s and PhD theses serve (M2S1) On the one hand, theses are often students‘ first attempts to contribute knowledge to a disciplinary community (M1S2) On the other hand, theses must also represent master‘s and PhD students‘ scholarly knowledge and academic expertise to a set of examiners who, ultimately, assess their continued ‗‗admission to the academy‘‘ [R] Paré et al described the thesis ‗‗as a genre on the border between overlapping, sequential activities‘‘ (p 179), and have suggested the multiple objectives of a thesis may account for the difficulties in writing it Despite their varied functions, and the possibility that these functions are not inherently selfcomplementary, there appears to be an enduring belief that the successful completion of theses serves to indicate a preparedness to participate in professional scholarly communities [R] This assumption, however, has long been criticised [R] It is now being argued that students‘ publishing productivity is a key indicator for future scholarly success [R], and research is Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 229 currently underway to explore how doctoral and master‘s programs might be restructured in response to this claim [R] The increasing prevalence of arguments in favour of student publishing suggests that traditional theses might be limited in their role of preparing students for professional academic careers At the same time, Samraj [R] has argued that ‗‗student-produced texts, especially those produced by ‗quasi‘ members at the end of a master‘s program, not completely embody the discursive practices of the disciplines‘‘ (p 65) (M1S3) These arguments raise an important question: What are the differences between the discursive practices of student texts and those professionally produced texts of the disciplines and how can the variations be confirmed? Furthermore, how might we account for these variations and how might this help to explain the limitations of writing for assessment as a developmental practice? (M3S2) E28: Prior, M T (2011) Self-presentation in L2 interview talk: Narrative versions, accountability, and emotionality Applied Linguistics, 32, 60-76 Qualitative researchers in applied linguistics have for some time used ethnographic interviews and autobiographical narratives for insight into the challenges, successes, and lived experiences of language learners and users (M1S2) It is difficult to deny the appeal of these dialogic approaches, as the sharing of one‘s life and perceptions through stories is, like language, considered a cultural universal [R] (M1S3) However, researchers across the human sciences [R] are increasingly challenging the unproblematized acceptance of these forms of autobiographical talk as accessing ‗reality‘ by pressing for a closer examination of them as accounts (M2S1) In this article, I apply a narrative constructionist framework [R] to second language (L2) immigrant narratives and interview talk, informed by discourse analysis [R] and conversation analytic (CA) work on storied accounts [R] Through an analysis of two versions of a complaint narrative [R] of an adult immigrant L2 English user about his troubles with a bank, I examine the following: points of similarity and difference; the collaborative work the narrative teller and interviewer engage in to story experience in ways that are sensitive to context and the interpretation of talk; matters of rationality, morality, and consistency of represented characters, events, and actions Finally, I suggest that attending to how interview talk is occasioned and co-constructed allows for greater re-searcher reflexivity and recognition of the ways in which L2 speakers are agentive, creative, and competent language users (M3S5) E29: Reed, D K (2013) The effects of explicit instruction on the reading performance of adolescent English language learners with intellectual disabilities TESOL Quarterly, 47, 743761 Although a wealth of research on reading instruction has been conducted with typically achieving students and those with learning disabilities, children with intellectual disabilities (ID) have been underrepresented in studies [R] (M2S1) This is despite the fact that most individuals with ID have difficulty with reading and perform far below their mental age [R] (M2S4) It is acknowledged that reading ability is critical to overall academic success and social outcomes [R], yet little is known about effective approaches for teaching students most at risk for failure—those with mild to moderate cognitive impairments [R] (M2S1) Rather, the field has focused more on social, personal, and vocational skills instead of on the literacy outcomes of students with ID [R] (M1S3) E30: Reynolds, E (2015) How participants in arguments challenge the normative position of an opponent Discourse Studies, 17, 299-316 Parties to talk, conflict especially, are as much involved with collaborating as they are with colluding and conspiring [R] That is, to talk is as inspectable for what parties are doing as what they are getting away with (M1S3) This article describes one such strategic manoeuvre, a Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 230 device of conflict talk which manipulates our tendency towards consensus in order to implicate the opponent in a failure to adhere to a manufactured norm (M3S1) Conflict talk is constructed with opposition [R] The oppositional nature of arguments has been described by numerous researchers investigating interaction during arguments, disagreements and other adversarial situations [R] These studies reveal the ways in which arguments are constructed through strings of utterances that oppose, counter, reject or deflect prior utterances, thereby forming chains of oppositional talk This device is thereby exceptional as a feature of conflict talk as it relies on a momentary cessation of confliction, a sequence of alignment and affiliation in the course of conflict (M1S3) Already briefly described in Reynolds [R] in which the device was titled ‗enticing a challengeable‘, this article reframes the focus to the five distinct phases of the device, retitling the device ‗manufactured normative challenges‘ to better describe the main business of the device (M3S1) The work of ‗enticing‘, based on Gruber [R] and elaborated in Reynolds [R], focuses on the pre-challenge phase These authors describe the way in which someone is made into a suitable subject of a challenge through the manipulation of epistemics (M1S3) The current investigations build on this preliminary analysis to better describe the final outcome of the challenges themselves – implied proposals that the target is failing to adhere to some norm (M2S2) This article adopts the programme of conversation analysis in order to illustrate the members‘ methods of conflict talk employed in this device of arguing (M3S1) The description of this device of manufactured normative challenges begins with an example in order to ground the use of terms for the various phases and actions Following this introductory example, the data collection process provides some details of the different arguments in the collection After a brief elaboration on why I employ ‗challenger‘ and ‗target‘ to describe the parties to the device, the article proceeds with an overview of the phases and sequences which members use in order to enact manufactured normative challenges Then, I outline the main aim of the device, which is the use of a contrast to propose that the target is failing to adhere to the previously agreed-to norm To introduce the overview of the phases of the device, an illustrative example is presented next (M3S5) E31: Ryan, J (2015) Overexplicit referent tracking in L2 English: Strategy, avoidance, or myth Language Learning, 65, 824-859 In acts of referent tracking, speakers use referring expressions - usually definite noun phrases (NPs) - to refer to individuals that have previously been introduced into the discourse In so doing, the speaker‘s intention – minimally - is to clarify for the addressee which individual is being spoken of (M1S2) Although clarity is prioritized, there is also an opposing preference for economy [R], which promotes the use of briefer and less informative referring expressions (REs), providing that the referent remains unambiguous Therefore, the more easily recoverable the referent is from memory (i.e., accessible), the more likely it is that the speaker will use a pronoun or zero anaphora rather than a lexical NP or name This appears to be a pragma-linguistic universal [R] (M1S3) From a second language acquisition perspective, reference has proved to be of considerable interest as evidence has emerged of second language (L2) learners appearing to violate the principle of economy by producing NPs that are overexplicit, such as lexical NPs where pronouns or zero anaphora would be expected This seems somewhat surprising given the apparent universality of the underlying principles and also the association in first language (L1) speech between lexical REs and implicatures of noncoreferentiality [R], which can trigger communicative strain [R] and even miscommunication [R] (M1S1) A number of hypotheses have been raised to account for overexplicitness, yet relevant studies in this area have largely based their analyses on NP frequency counts in two or three discourse contexts, rather than through operationalizing a framework that can seek to Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 231 account for targetlike NP selection (M2S1) The present study addresses this issue by adopting an Accessibility Theory [R] framework and a coding system based on Toole [R] (M3S1) Analysis of references by Chinese learners of English revealed details not previously reported in the literature These findings include evidence of nontargetlike L2 distribution of references by accessibility context, but it appears that this alone cannot account for infrequent use of pronouns and zero anaphora (hereafter, simply zero) Rather, it appears that the findings most strongly support the hypothesis that overexplicitness may be motivated by a concern for communicative clarity (M3S3) E32: Staples, S (2015) Examining the linguistic needs of internationally educated nurses: A corpus-based study of lexico-grammatical features in nurse-patient interactions English for Specific Purposes, 37, 122-136 The subfield of English for Medical Purposes (EMP) is of growing interest to ESP professionals (M1S1) Within EMP, one concern is developing programs for international medical graduates (IMGs) working in the United States [R] (M1S3) Along with IMGs, internationally educated nurses (IENs) are an increasingly important part of the U.S workforce [R] (M1S1) However, as with IMGs, communication difficulties for IENs whose first language is not English are well documented [R] These difficulties negatively impact the transition and adaptation of IENs and, potentially, patient safety and quality of care [R] (M2S4) One area of need highlighted by nursing researchers is IENs‘ communication with patients [R] EMP needs analyses of the nursing context have identified key speech tasks in nurse–patient communication, such as expressing empathy, developing rapport, reflective listening, and reassuring patients [R] At the heart of this issue is the need for nurses working in the U.S context and elsewhere to master the sociopragmatic and pragmalinguistic aspects of patient-centered care and ‗therapeutic communication,‘ now generally recognized as an essential component of effective healthcare [R] Numerous studies of provider-patient discourse have also identified extended functions within interactions, such as openings and closings, which provide an important framework for understanding medical interactions [R] (M1S3) While some previous research has also identified lexico-grammatical features that are especially important in this domain [R], there are no comprehensive quantitative analyses of lexico-grammatical features used by nurses in their interactions with patients In addition, while ESP research in other areas has included comparisons of native and non-native speaker discourse (see [R]), this type of comparison is extremely limited within the field of EMP (M2S1) Thus, it is unclear how IEN discourse differs from that of U.S nurses (USNs)–nurses whose first language is English and who were born and received basic nursing training in the United States (M2S2) This study aims to identify differences in the lexico-grammatical features used by IENs and USNs in their interactions with patients in order to better inform the training of IENs, other international nurses (nurses whose first language is not English but who are being educated in an English-speaking country), and other internationally educated medical professionals Similar to genre-based studies in written ESP research that employ move analysis [R], the methodology for this study draws on important findings on discourse-level functions within medical interactions (e.g., openings) These functional phases form the unit of analysis The main focus of investigation is then a comparison of the lexico-grammatical features used by IENs and USNs in each of the phases (M3S1) Implications for IEN training programs as well as other EMP settings will be discussed (M3S9) E33: Thompson, A S (2013) The interface of language aptitude and multilingualism: Reconsidering the bilingual/multilingual dichotomy The Modern Language Journal, 97, 685701 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 232 This study addresses the interface of language aptitude and multilingualism and reexamines the constructs of both concepts Using the Cognitive Ability for Novelty in Acquisition of Language (Foreign) aptitude test (CANAL–FT), which is based on Sternberg‘s [R] triarchic theory of human intelligence and conceptualizes language aptitude as a dynamic feature, this article specifically examines the relationship between language aptitude and the study of multiple languages (M3S1) Current research documents a plethora of advantages to learning more than one language These benefits include metalinguistic awareness [R], more efficient learning strategies [R], improved problem solving abilities [R], heightened creative thinking skills [R], relatively low anxiety [R], and a higher tolerance for ambiguity [R] (M1S3) However, concerning the construct of language aptitude, there have been few studies examining the relationship between the number of languages studied and language aptitude [R] (M2S1) This article applies the theories developed from previous bilingualism/multilingualism and language aptitude research to a new context Seventy-nine students from the Casa de Cultura Britanica‘s English language program, which is affiliated with Universidade Federal Ceara´ in Fortaleza, Brazil, took part in this study The larger study included several variables, including motivation, the reliability of self-rating scales, learning strategies, and the level of English proficiency However, the focus of this article is on language aptitude, as measured by the CANAL–FT [R], and its relationship to the number of languages studied, in this case only English or English plus other languages (M3S1) In this article, the definition of a multilingual learner is re-operationalized in that the effect of even a small amount of language experience must be taken into consideration In addition, an innovative way of perceiving multilingualism, Perceived Positive Language Interaction (PPLI), is discussed and used in the data analysis This sub-categorization of multilingualism differentiates between language learners who perceive positive interactions between foreign languages (FLs) studied and those who not This reconceptualization of multilingualism and its relationship to language aptitude sheds new light on the inter-face of language aptitude and multilingualism (M3S4) E34: Thomson, R I (2012) Improving L2 Listeners‘ Perception of English Vowels: A Computer-Mediated Approach Language Learning, 62(4), 1231-1258 An overwhelming majority of adult second language (L2) learners retain a detectable nonnative accent (M1S2) However, some rare but notable exceptions to the rule suggest that given the right conditions, the ability to perceive and produce L2 sounds in a near nativelike fashion is attainable (e.g., [R]) While there is ongoing controversy concerning what is meant by nativelike or near nativelike ability (e.g., [R]), some L2 speakers are able to sound convincingly nativelike to native speaker listeners (M1S3) Understanding the underlying sources of accent, and what factors contribute to success, can inform the design of pedagogical interventions aimed at helping learners to be more successful (M2S3) Bongaerts et al [R] concluded from their study of successful learners that the challenge adults face in acquiring L2 speech categories stems from a tendency to filter L2 speech through first language (L1) categories, rather than using the continuous mode of perception that infants initially use when acquiring an L1 (M1S3) This continuous mode is sometimes referred to as language-general perception, which allows infants to perceive slight differences between sounds that are not relevant to phonemic category recognition For example, they can perceive subtle differences between two tokens of a single category in their ambient language, and can also perceive differences in sounds found in other languages In contrast, during the latter months of infancy, language-specific perception develops, in which the ability to perceive within-category and crosslinguistic categories weakens (M1S2) Critically, Bongaerts et al [R] Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 233 argued that those adult L2 learners who achieve the most nativelike pronunciation are better able to access the continuous mode of perception than are less successful learners Others have concluded that greater quantity and higher quality of input are key factors in ultimate attainment [R] Furthermore, tasks that require learners to explicitly orient their attention to pertinent cues result in superior learning outcomes relative to tasks that impose multiple competing demands for attention [R] (M1S3) Despite advances in our understanding of L2 speech learning, it is rare to find empirical research incorporated into L2 pronunciation materials (M2S1) A number of publications have called for such research-based pedagogy [R] (M2S2) In this context, the current study demonstrates that a computer-mediated approach to L2 speech learning, grounded in research, can result in substantial and sustained gains in L2 speech perception— gains that are not afforded in naturalistic learning environments (M3S3) The study is part of an ongoing research effort at producing evidence that this type of perceptual training can lead to some improvement in oral production (see, e.g., [R], which examined the pronunciation of a subset of the learners who participated in this study) (M3S1) E35: Walker, C P (2011) A corpus-based study of the linguistic features and processes which influence the way collocations are formed: Some implications for the learning of collocations TESOL Quarterly, 45, 291-312 The subject of collocation has received considerable attention in the field of language teaching over recent years (M1S1) A number of authors [R] have represented collocations as being either partially or fully arbitrary, and several studies [R] have even used arbitrariness as part of their definition of what constitutes a collocation Lewis claimed that ‗‗collocation is an arbitrary linguistic phenomenon‘‘ [R], and, as a consequence, teachers are urged not to attempt to explain collocations to their learners If collocations are simply arbitrary combinations of words, it means that the foreign language learner has little option but to memorise large numbers of collocations with very little in the way of explanation or any other help in memorising them The learner is liable to become very dependent on a dictionary, especially a collocational dictionary, checking whether a particular combination is acceptable or not before using it in his or her writing If, on the other hand, there is some sort of explanation as to why a particular word is frequently found in the company of one or more others, it means that the foreign language learner is able to understand how and why a particular combination is frequently used by native speakers Instead of trying to remember large numbers of collocations, the learner would be able to produce some of these combinations by using his or her understanding of the linguistic features and processes which influenced the way they were formed More recently there have been a few publications [R] which have taken the position that not all collocations are arbitrary and have started to present collocations in such a way that students can begin to understand why one particular word is frequently found in the company of another (M1S3) Unfortunately, there is very little research so far to support this position (M2S1) Although Kennedy [R] did not go into the question directly, his corpus-based research concerning the collocational behaviour of adverbs of degree or amplifiers (e.g., absolutely, completely, utterly, rather, about, somewhat) seems to show that the collocations they form are not that arbitrary Liu [R] is one of the few studies which critically examined the accepted definition of collocation and found that many collocations can be explained using a combination of techniques drawn from the disciplines of corpus linguistics and cognitive linguistics (M1S3) The aim of the current study is to show that collocation is not simply an arbitrary phenomenon but is a process which can be partially explained by examining some of the linguistic features and processes which influence the way collocations are formed In order to this, the study uses a corpus-based methodology to investigate the collocational behaviour Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 234 of groups of semantically related nouns and verbs taken from the domain of business English (M3S1) The study found that the process of collocation is influenced by, for example, the precise meaning or meanings of a particular lexical item, the use of metaphor, and any phraseological behaviour or semantic prosody associated with the item (M3S3) E36: Wharton, S (2012) Epistemological and interpersonal stance in data description tasks: Findings from a discipline-specific learner corpus English for Specific Purposes, 31, 261-270 This paper describes and interprets findings from a small corpus of NNES undergraduate writing in the discipline of Statistics Analysis focuses on a specific rhetorical task, that of data description It examines both the content of the student writing, and the range of resources deployed by writers to vary their stance towards statistical propositions In the light of an interview with a specialist informant, the paper also discusses pedagogic uses of the learner corpus and the analytical findings Data is drawn from a first year Statistics course at Warwick University, entitled ‗‗Stats Lab‘‘ A task from this course presents students with a table containing data collected by the Organisation for Economic Cooperation and Development (OECD) on total health expenditure per capita in US dollars and life expectancy at birth for 32 OECD member nations Students are then asked to undertake three activities: to plot a graph of life expectancy vs total health expenditure, to discuss what the graph shows, and to use the graph to estimate a life expectancy for Chile The task therefore involves a combination of mathematical reasoning and written expression (M3S1) The student answer data is of interest for a number of reasons Firstly, and despite the fact that these disciplines attract high numbers of NNES students, student writing in Science and Technology is relatively under researched This is perhaps due to a perception that rhetorical acts of description and interpretation are less complex in hard science writing than in social science writing [R] A recent article in a Statistics Education journal [R] and a presentation at a Statistics Education conference [R] both highlight the need to teach undergraduate Statistics students to write about Statistics effectively – to communicate through language as well as through mathematics – and argue that this is an under-researched area Then secondly, research into academic text writing does not often focus on data description sections More work has been done on sections such as introductions or conclusions which may be seen as rhetorically more varied and therefore more challenging for students (M2S1) And yet, data description is a frequently set task: Braine [R] surveyed typical non-exam writing tasks in undergraduate Science and Technology, and found that all categories of tasks except one ‗‗require the summary of information obtained from other sources or from the student‘s own observation‘‘ (p 13) More recently, the distribution of university assignments found in the British Academic Written English Corpus (BAWE) suggests that data description assignments are relatively frequent in Science and Mathematics courses BAWE categorises data description assignments under the genre family label ‗‗Exercise‘‘ [R] BAWE does not identify Statistics as a separate discipline, but categorises assignments produced for a Statistics course under the discipline of Mathematics Of the 34 Mathematics assignments in BAWE, 15 are ‗‗Exercises‘‘ Research reports by Statistics educators also suggest that data description tasks are frequently set in university contexts and are experienced as challenging [R] MacGillivray [R] comments: ‗‗Learning to communicate about graphs, plots and tables can be challenging, as it is a highly interdependent process combining confidence and awareness of (i) the scope and limitations of the various representations, (ii) discerning key features midst variation, and (iii) synopsis and efficient use of language‘‘ [R] (M1S3) E37: Wingate, U (2012) ‗Argument!‘ helping students understand what essay writing is about Journal of English for Academic Purposes, 11, 145-154 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 235 The ‗argumentative essay‘ is the most common genre that undergraduate students have to write [R], particularly in the arts, humanities and social sciences [R] (M1S3) Although the nature of the essay varies considerably across and even within disciplines, the development of an argument is regarded as a key feature of successful writing by academics across disciplines [R] (M1S1) Nesi and Gardner [R] found in their survey of assessed writing in 20 disciplines that a commonly recognised value of the essay is its ‗ability to display critical thinking and development of an argument within the context of the curriculum‘ (p 108) (M1S3) However, many students struggle with argumentation: they are either unaware that they are expected to develop an argument in their essays, or have difficulty in doing so [R], often because they have acquired starkly different concepts of argument at secondary school [R] At university, they receive little help, as argumentation is not explicitly taught in most undergraduate programmes in the UK [R] General advice on academic writing is usually provided in writing guidelines presented in course handbooks, and through tutors‘ feedback on student essays; however, these methods have limitations Lea and Street [R] found that students have difficulty in applying general writing guidelines to their particular writing contexts (M2S4) Tutors‘ feedback comments are often of the categorical type, such as the imperative ‗Argument!‘ written in the margins of student essays [R] Tutors tend to use this comment vaguely when they feel that the writer has somehow breached the writing conventions expected in the discipline, to indicate ‗different deficiencies from reasoning, to referencing to structure and style‘ [R] It has been claimed that the vague use of the term reflects tutors‘ own uncertainty over the concept of argument [R] It may also reflect a broader uncertainty over the requirements of the essay, of which tutors tend to have only ‗tacit‘ knowledge [R] (M1S3) Much has been written on the rhetorical and linguistic structure of arguments, and on academic writing in general, while less attention has been paid to the teaching and learning of argumentation This is surprising, given the important role of argument in the academic essay (M2S1) The research reported in this article investigated learning needs and teaching provision in a case study of first-year undergraduate students in an applied linguistics programme at a British university In this programme, like in most in that field, the argumentative essay is the main writing and assessment format The study had the following objectives: To identify the concepts of ‗argument‘ students have when arriving at university To explore the difficulties students experience with argumentation in academic writing To discuss the limitations of current instruction and make recommendations for improvements (M3S1) In the next sections, concepts and uses of the term argument, as well as issues with learning and teaching argumentation will be explored (M3S5) E38: Winke, P (2011) Evaluating the validity of a high-stakes ESL test: Why teachers‘ perception matters TESOL Quarterly, 45, 628-660 The study discussed in this article explored the concept of test validity (the overall quality and acceptability of a test; [R]) and how teachers‘ expert judgments and opinions can be viewed as part of a test‘s validity argument It did so in the context of a statewide battery of tests administered in Michigan, a large Midwestern state in the United States, to English language learners (ELLs) from kindergarten through 12th grade Data were gathered in the weeks after the testing by surveying educators who had been involved in administering the tests Using these data, in this article I examine the validity of the tests by analyzing what the teachers believed the tests measure and what they believed the tests‘ impacts are In essence, this paper investigates the social consequences of a large-scale testing program and scrutinizes ‗‗not only the intended outcome but also the unintended side effects‘‘ of the English language Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 236 tests [R] (M3S1) Because the testing in Michigan was required by the federal government‘s No Child Left Behind (NCLB) Act, I begin by summarizing that law (M3S5) E39: Woodrow, L (2011) College English writing affect: Self-efficacy and anxiety System, 39, 510-522 In many studies into language learning anxiety and motivation, foreign languages are treated as equal, without consideration of the role of the language in the context in which it occurs In language learning anxiety, for example, the majority of research refers to the learning of languages other than English [R], however, today English undoubtedly plays a pivotal role in globalisation and is rapidly achieving the status of the lingua franca in many domains [R] (M1S3) In China, English is perceived as a necessary and critical second or other language for everyone [R] (M1S1) There is a great deal of pressure on students from primary school to entering the workforce to learn English well (M2S4) In high school, students need to pass an examination in English to enter university with the top universities demanding the highest grades At university students need to pass College English Test (CET-4) in order to graduate and College English Test (CET-6) to enter a graduate programme (M1S2) Many employers use these test scores as one of the selection criteria for employment irrespective of whether English is necessary for the work [R] (M1S3) Because of the importance of CET-4 and -6 there is a strong wash-back effect on classroom teaching with little emphasis on speaking skills as this is not a required component of the CET-4 and CET-6 tests (M1S2) With such high stakes for English language in China, students may certainly experience a lot of pressure (M2S4) Affect has been found to influence learning, with positive affect promoting achievement and negative affect inhibiting achievement [R] (M1S3) Despite this there has been relatively little research into research focusing on institutionalised English language learning in the area of second language learning affect (M2S1) This study looks at affect and writing in English (M3S1) Negative affect is conceptualised as anxiety and positive affect is conceptualised as self-efficacy (M3S6) These two constructs are examined in relation to the writing of college English students because writing plays an important role in examination success (M3S8) In addition further characteristics of highly confident and highly anxious students are examined (M3S1) E40: Wright, C (2013) An investigation of working memory effects on oral grammatical accuracy and frequency in producing questions in English TESOL Quarterly, 47, 352-374 This article addresses the question of how far psycholinguistic constraints, specifically working memory (WM), may affect second language (L2) learners‘ improvement in spoken language during a period of immersion (M3S2) Studying abroad, as one way of being immersed in a target language, is imagined by many professionals and laypeople alike to be a ―magic formula‖ [R] for L2 development Linguistic-focused research suggests that immersion is assumed to be particularly helpful in bridging the gap between receptive knowledge and productive or communicative L2 language use [R] Developing oral proficiency in English, specifically, may also be linked to the increasingly popular goal of achieving an internationally recognized academic qualification in an English-speaking country such as the United States, Australia, New Zealand, or the United Kingdom It is claimed, for example, on a U.K government-sanctioned website that studying for a master‘s degree in the United Kingdom provides an opportunity to perfect an international student‘s speaking ability [R] There is an extensive body of education-focused research into challenges facing international students in different Anglophone settings [R], in which adequate English is highlighted as a key success factor (M1S3) For many students, however, the reality is often a mismatch between their receptive and productive L2 skills; their comprehension skills may be at the standard required for international study, but they may feel frustrated by a lack of progress in how to express themselves adequately [R] Furthermore, their productive skills may be insufficient to meet the Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 237 high levels of accuracy expected for academic success in both writing and speaking [R] (M2S4) Linguistic-based research into the effects of immersion on L2 development sheds some light on this mismatch, although different studies highlight different outcomes Some researchers have found that immersion can help improve grammatical accuracy [R], whereas others have found effects only on vocabulary or fluency or listening skills [R] Some of the inconclusive findings may arise from the diverse nature of immersion itself It is increasingly evident that the notion of immersion has too readily been equated to total engagement with the L2 environment, which, as teachers, parents, and students themselves would admit, is rarely the case for all immersed learners [R] Different cultural backgrounds may affect learners‘ opportunities and motivation to engage with the local setting, particularly for students from traditionally oriented learning environments such as China, where speaking has not been prioritized in the curriculum [R] Students from the same country may also exhibit ―group inertia‖ [R], bonding together socially and using their first language (L1) more than the L2, to diminish feelings of loneliness, particularly if, as is common, international students live in dedicated university accommodation Nevertheless, students from the same language backgrounds, with the same educational exposure to the L2, studying the same programs, residing in the same type of accommodation, can still show varied degrees of L2 improvement over time, particularly in speech [R] This suggests that there are constraints on oral L2 development beyond learner-external interactional opportunities, which may arise from learner-internal individual differences Research focusing on learner-internal cognitive factors relating to speech has suggested that specific psycholinguistic constraints can affect L2 speech production, such as level of automaticity and WM capacity [R] The role of individual cognitive differences in language production could be one element of why some learners seem to progress much faster in developing accurate fluent L2 speech than others, when all other previous instructional and cultural factors are the same There is growing interest in how psycholinguistic constraints such as WM may affect improvements in L2 oral proficiency over time, particularly in an immersion environment [R] (M1S3) Given the increased popularity of international higher education, where L2 oral proficiency may make the difference between gaining or failing the much-sought-for academic qualification, it is particularly important to connect the different paradigms referred to earlier to better understand the effects of immersion for L2 oral proficiency in international academic contexts, and for specific structures required in academic language [R] (M2S2) One linguistic structure in L2 English that causes potential difficulty for students in academic immersion contexts is question formation There is empirical evidence that questions are late-acquired in L2 English [R] and are prone to fossilization [R] Specific morphological problems are also evident in variable or omitted subject-auxiliary inversion and tense marking [R] Furthermore, the grammatical knowledge needed for English question formation, especially indirect questions, such as What did John say Mary wanted? or What could Tom see that Ann carried? (requiring verbal inflection and auxiliary movement, do-support, embedding), has also been identified to be an element of the wider difficulties students have with the kind of complex grammar required in academic contexts [R] Yet question forms, especially simple subject and object questions, are frequently presented in classroom instruction from the earliest levels, certainly in Chinese and Taiwanese junior high school textbooks [R], and both simple and embedded questions in all tensed forms are tested in examinations of intermediate-level English proficiency such as the Cambridge First Certificate [R] The discrepancy between instruction and output reflects the familiar gap between what the teacher teaches (input) and what is actually learned as grammatical Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 238 knowledge (uptake), identified by Swain [R], Long [R], and others (M1S3) But it remains unclear why there is such individual variation in accuracy and fluency in production (M2S2) A possible explanation for variation in accuracy and production is based on a dualprocessing model of L2 knowledge and retrieval, com-paring item-based knowledge and rulebased knowledge [R] The prevalence of instructed input, combined with the traditional grammar-drill memorization techniques common in Chinese and Taiwanese instruction [R], could be argued to favor the development of item-based chunked phrases [R], where simple question forms may be stored as a holistic memorized item, such as Can you tell me or What you like? Until sufficient underlying grammatical knowledge develops, speakers may use a variety of compensatory strategies, often resulting in hesitant speech, as they seek to retrieve such chunks, or explicitly learned metalinguistic rules, to express what they mean [R] Individual differences in cognitive resources such as WM may thus underpin variation in success in retrieving and producing the target structures In terms of fluency, dependence on learned chunks and lack of automatic access to grammatical knowledge also tend to have the effect of slowing down L2 speech Nonfluent L2 speech may be accurate but slow, or effortfully produced, with hesitations and restarts as a result of monitoring form as well as meaning [R] Such conscious speech monitoring is very demanding of cognitive processes, especially WM, which is limited in capacity [R] (M1S3) WM is seen to be a constraint on developing L2 accuracy and fluency in speech [R] and has been claimed to be the key to individual differences in aptitude for L2 learning more generally [R], but its role in L2 oral development is still not yet fully understood (M2S2) WM research has commonly been based on Baddeley‘s [R] influential multicomponent model of WM, which separates WM into short-term storage and executive processing capacity, argued to operate on a trade-off: More material to be stored means less capacity for processing (and vice versa) Tests of WM capacity or span, focusing on the trade-off between storage and processing, have been used to assess WM impact on different aspects of language proficiency, including L2 speech A widely used task in L1 and L2 WM research has been some version of Daneman and Carpenter‘s [R] seminal Reading Span Test, measuring capacity to recall sentence-final words while reading or listening to increasing numbers of sentences at a time Greater capacity on this span task has been found to correlate with higher scores in general measures of L2 proficiency [R] Greater WM capacity has also been found in some studies of L2 speech to facilitate word retrieval and speech formulation, revealed in faster, more accurate speech [R] Other studies provide contradictory findings, where no such association was found between WM and L2 proficiency, especially for grammatical accuracy and oral fluency [R] A recent study investigating these conflicting findings was conducted by Gilabert and Munoz [R], who investigated whether differences in WM capacity explained differences in oral performance (e.g., fluency, complexity, accuracy) for 59 high-intermediate- and advancedlevel Spanish adult learners of L2 English Their findings showed weak but positive significant correlations between WM and both fluency (r =.231, p