(Luận văn thạc sĩ) grammatical cohesive devices in reading texts of a series of cambridge english prepare by cambridge university press

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY LÊ HẠNH DUYÊN h GRAMMATICAL COHESION DEVICES IN READING TEXTS OF A SERIES OF “CAMBRIDGE ENGLISH PREPARE!” BY CAMBRIDGE UNIVERSITY PRESS Field: English Linguistics Code: 8.22.02.01 Supervisor: Assoc Prof Dr Phan Văn Hòa BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN LÊ HẠNH DUYÊN PHƯƠNG TIỆN LIÊN KẾT NGỮ PHÁP TRONG CÁC BÀI ĐỌC HIỂU CỦA h BỘ GIÁO TRÌNH “LUYỆN THI TIẾNG ANH CAMBRIDGE” CỦA NHÀ XUẤT BẢN ĐẠI HỌC CAMBRIDGE Chuyên ngành: Ngôn ngữ Anh Mã số: 8.22.02.01 Người hướng dẫn: PGS TS Phan văn Hòa i STATEMENT OF AUTHORSHIP I hereby ceritfy that this thesis entitled “Grammatical cohesive devices in reading texts of series of “Cambridge English Prepare!” by Cambridge University Press is my own research The data and findings stated in the thesis are true and have never been published by anyone in any other works, except where the reference is indicated in the study Binh Dinh, 2020 Lê Hạnh Duyên h ii ACKNOWLEDGEMENTS In order to complete this thesis, it is not only my efforts but also other assistance of individuals to whom I really want to offer my deepest gratitude First and foremost, I would like to express my special thanks of gratitude and sincere to my supervisor, Assoc Prof Dr Phan Văn Hòa for his valuable comments on my thesis Thanks to his great experience and expertise in Discourse Analysis, he has supported me with his thoughtful guidance, comprehensive advices and patience throughout the whole period of the study Without his instructions, my thesis would have been impossible to be completed in the best way Secondly, my gratitude is devoted to all the lecturers of the courses who have conveyed their valuable lectures and experiences That is the essential knowledge base for this thesis Thirdly, I also want to thank my close friends and colleagues for their h encouragement and support Without them, maybe I could not have overcome all the trouble during this journey Last but not least, I am deeply thankful to my family Although they did not provide me knowledge, they are my greatest spiritual support throughout the course of Master degree in English Linguistics and especially during the fulfillment of this study iii ABSTRACT This study is an attempt to investigate grammatical cohesive devices used in reading texts of a series of “Cambridge English Prepare!” by Cambridge University Press and their distinctive features in terms of meaning In the study, 159 reading texts in levels of of a series of “Cambridge English Prepare!” are selected and collected for investigation Based on the theoretical background presented in Chapter 2, grammatical cohesive devices are explored and analyzed The theory of grammatical cohesion is mainly based on theory of Halliday and Hasan (1976) All types of grammatical cohesive devices (reference, substitution, ellipsis and conjunction) are used in the reading texts in which reference is the most commonly used, making up 64.3% The second one is conjunction with 34.8% Ellipsis and substitution take up 0.5% and 0.3% respectively of the total percentage of devices A combination of methods like quantitative, h qualitative and inductive method were used in order to carry out this study The findings of the study shows the frequency and the distinctive features of those grammatical cohesive devices in terms of meaning, which lay the foundations of implications for teaching and learning both reading and writing skills in English as a foreign language iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vi LIST OF TABLES vii LIST OF FIGURES viii CHAPTER ONE: INTRODUCTION 1.1 RATIONALE 1.2 AIMS AND OBJECTIVES 1.3 RESEARCH QUESTIONS h 1.4 SCOPE OF THE STUDY 1.5 SIGNIFICANCE OF THE STUDY 1.6 ORGANIZATION OF THE STUDY CHAPTER TWO: LITERATURE REVIEW 2.1 OVERVIEW 2.2 LITERATURE REVIEW 2.3 THEORETICAL BACKGROUND CHAPTER THREE: RESEARCH METHOD 33 3.1 OVERVIEW 33 3.2 RESEARCH METHOD AND DESIGN 33 3.3 DESCRIPTION OF SAMPLES 33 v 3.4 DATA COLLECTION AND DATA ANALYSIS 34 3.5 RESEARCH PROCEDURES 34 3.6 RELIABILITY AND VALIDITY 35 CHAPTER FOUR: FINDINGS AND DISCUSSION 36 4.1 OVERVIEW 36 4.2 TYPES OF GRAMMATICAL COHESIVE DEVICES 36 CHAPTER FIVE: CONCLUSION AND IMPLICATIONS 68 5.1 OVERVIEW 68 5.2 CONCLUSION 68 5.3 IMPLICATIONS OF THE STUDY 70 5.4 LIMITATIONS OF THE STUDY 71 5.5 SUGGESTIONS FOR FURTHER STUDIES 72 h REFERENCES 73 APPENDIX 77 vi LIST OF ABBREVIATIONS T: text L: level h vii LIST OF TABLES Table Title Page number 2.1 Types of conjunction 29 3.1 Number of reading texts in each level 34 4.1 Distribution of reference devices in levels 44 4.2 Distribution of substitution devices in levels 50 4.3 Distribution of ellipsis devices in levels 56 4.4 Distribution of conjunction devices in levels 63 4.5 Distribution of grammatical cohesive devices in 64 levels h viii LIST OF FIGURES Figure Title Page number 2.1 Types of reference 18 4.1 Frequency of grammatical cohesive devices in 65 levels h