Câu 1: Nêu các nội dung chính của một đề cương nghiên cứu khoa học (Outline the main contents of a scientific research proposal)
Trang 1-BÀI KIỂM TRA TỰ LUẬN Môn học: PHƯƠNG PHÁP LUẬN NGHIÊN CỨU KHOA HỌC
- Họ và tên: - Mã SV:
- Ngày sinh: - Lớp/khóa:
Đề 2 Câu 1: Nêu các nội dung chính của một đề cương nghiên cứu khoa học (Outline the main contents of a scientific research proposal)
A scientific research outline is a document that outlines the main content and functions research steps Scientific research outline is the document that serves
as the basis for Approve and develop the topic Scientific research outlines are developed for submission to funding agencies and organizations approval, is the basis for working with colleagues The content of the outline should be included the following points:
1 Title
2 Rationale
3 History of the study
4 Aims & Objectives of the study
5 Sample of the study
6 Scope of the study
7 Research questions
8 Research hypothesis
Trang 29 Methods
10 Evidences
The specific content of the above items is as follows:
1 Name Theme
How to choose a topic and name a topic is presented in chapters 1 and 2 Basically, we need to remember: the subject name must reflect the most concise research content of the subject The name of a scientific subject different from the name of the literary work or the war essay The name of a literary work or a war essay can be deeply metaphorical And the name of a scientific subject can only have a very philosophical meaning, a meaning, not two or more meanings To do this, researchers need to note two shortcomings to avoid when naming themes:
First, the topic should not be named in terms with a high degree of information uncertainty For example: About ; Try to talk about ; Let's talk about
Thinking about A few thoughts on Some thoughts about
Some measures ; some measures on
Learn about ; First step to learning about ; Try to find out about
Research on ; The first step of research on ; Some research on
Problem ; Some problems Problems with
Secondly, we need to limit the misuse of purposeful phrases to name themes Aims are phrases that begin with words to, aim, contribute, etc Abuse of speech, that is, unconscious use, arbitrary use in cases where the actual content is not clearly defined, but only the use of purposeful phrases to cover up content that the author himself has not acquired a clear visualization of For example, ( ) to improve quality , ( ) to develop competitiveness
( ) contributing to
It would be unnecessary to name a topic that includes a range of phrases mentioned above, for example, "Try to discuss some initial measures to improve product quality and create competitiveness in the market."
The way the subject is named above may be appropriate for a paper (including a scientific paper), an essay on complex social issues, or books with broad content, but for some reason, the author deliberately does not want to present
it in a full, transparent, comprehensive, complete and systematic manner However, the high uncertainty above is not really suitable for a scientific work
Trang 3It is possible that some authors would like to show a modest attitude in naming themes in this structured way, however, often when it is inappropriate, as it can lead to a misunderstanding that the authors have a simple or arbitrary portion
of their thinking, not even a real mastery of the scientific problem of the subject and the research objective, so they do not know how to name themes It would be even more disadvantageous if someone understood that the author deliberately created the fatness for some reason
2 Reason for the study (Rationale)
Reasons for choosing a topic Answer the question: Why did I choose this topic to study? We need to make it clear:
- What's the theoretical meaning of the subject?
- Really?
The reason for choosing the main topic is to present the purpose of the research During this phase, the researcher tries to answer the question, "Why is the topic being considered?" When the theory justifies, the researcher needs to clarify three things: a preliminary analysis of the history of the research, and a proof that the research proposal does not repeat the results previously published by colleagues
Clarify the level of research of the colleagues in advance to indicate what the subject will inherit from the colleague
Explain the author's reasons for the choice in theory, in practice, in urgency and in research capacity
3 History of research (History of the study)
History of research answers the question: Has anyone done any research on this subject? Research history needs:
- Analysis of the history of research
- Clarify the level of research colleagues go ahead to determine what the subject will inherit from the colleague
- Clarify which vacancies colleagues have not done, and prove that the research proposal does not repeat the results previously published
4 Research Objectives (Aims & Objectives of the study)
Research objectives answer the question: What research? (See Step 1, Episode 2)
Trang 4Objective: Present the work you intend to do in the form of a target tree Based on the target tree to identify specific research tasks Target trees are needed
in the analysis, specification and organization of research
5 Survey sample (Sample of the study)
The survey sample answers the question: Where am I going to study? Which sample do I choose for the survey?
Want to select a survey template We have to start with the object of the study to identify the subject of the survey and then we have to determine the survey pattern Those issues are specifically as follows:
Study object
The object of research, the subject of study, the object of survey is but the concept of the tool is always used in the process of implementing a topic
The object of study is the system of objects that exist objectively in relationships that the researcher needs to explore The object of the study is the place where it contains but the question that the researcher needs to find answers
to The object of the study could be: A space For example, the subject of the study
is "Environmental pollution in Hanoi City", and the subject is "Hanoi Town"
A process For example, if the subject of the study is "applying the method
of learning in the form of scientific research at the university level", then the subject is "the student's learning process"
An operation For example, with the topic of the study: “Removing barriers between parents and children in the media on reproductive health education”, the subject of the research is “Media activities”
Survey Subjects
A survey subject is a qualified representative section of the study subject selected by the researcher for consideration Never can a researcher have enough time and money to do a full-scale survey Identifying the object of the survey is a sample selection, which is a number of objects selected in the class of things that need to be clarified by the researcher
• In the topic "Creating Credit Risk Reduction Measures in State-owned Commercial Banks", the survey was conducted on a selection of State-run commercial banks selected to be studied
• In the musical study of the "Complex Methodology in Beethoven's Symphonies", the object of study and the subject of study in this case may coincide, as the researcher can study all of Beethovens symphonies
Trang 5A study object or a survey subject can serve many different research subjects For example, state-owned commercial banks may be the subject of research on credit-risk mitigation, but they may be research on banking technology, information technology, even on corporate organization and management, and so on
Select Survey Template
Sample, that is, the survey subject is selected from the subject Regardless
of the field of research, the researchers have to choose the following patterns:
a Select the survey location in the resource survey journey;
b Choose social groups to survey social opinion;
c Selection of material samples to examine the properties of mechanics, physics, chemistry in the study of materials;
d Select a number of mathematical templates to study methods; etc The selection of samples has a decisive influence on the reliability of the research results and the cost of resources for the survey The selection of samples must be random, but must be generalized, avoiding the subjective orientation of the researcher
There are two approaches to sampling: non-probability approach and probability approach In the non-probability sampling approach, one doesn't care about the social structure of the sample and the ratio of the % sample to the subject And in probability sampling, one's concerned about the object-based structure of the sample
Choosing a probability sample is a random selection, but according to a certain criterion of the sample to ensure that it is representative There are a number of commonly used probability patterns:
- Random sampling: is a way of selecting samples so that each sampler has
an equal chance of being present in the sample For example, in an investigation into the use of a student's free time, a researcher can select a sample by going to the student’s parking lot to give a survey ticket to any student
- System sampling (Systematic sampling) An object consisting of multiple units numbered in order Select a random unit with any number in order Take any number as the sample gap, plus the order number of the first sample For example,
in an investigation into the quality of electricity supply in urban residential areas, the investigation team asked the investigator to take charge of a block, assign each investigator a starting point, and then crane three generators away one survey
Trang 6ticket (number 3 is the sample distance) Then the rule, when you go to the third cross, cross, turn to the right; when you come to the three crosses, turn left Until all the ballots are cast, stop
- Stratified random samples (Stratified random sampling) In this case, the object is divided into several layers, each with homogeneous characteristics Thus, from each class, the researcher can perform a random sampling technique For example, in the study of the student's academic status, it is classified as: first year, second year, third year, fourth year Then cast random votes by class
This sampling allows a fairly comprehensive analysis of the data, but the disadvantage is that
You have to know the information in advance to stratify, you have to have
a separate structure in each class - Sampling the stratification system (Stratified systematic sampling) The subject is composed of many heterogeneous sets of attributes that need to be studied Sampling is done on the basis of dividing the object into several layers, each with homogeneous characteristics For each class, the researcher performs the system sampling technique
- Sampling by cluster (Cluster sampling) The subjects are divided into clusters similar to those in stratification sampling, the only difference is that each cluster does not contain homogeneous units, but is different For example, in an investigation into the use of students' free time, they don't take samples from classes, but from clubs, dining houses, football courts In these places, you can meet all kinds of students, not by class
1 Scope of study
The scope of the study answered the question: What's the limit on the content of the study? There are two types of scope to be considered:
- Limit the scope of the research
- Limit the time range, the evolution of events to consider
Determine the scope of the study The scope of the study is a limited part of the research involving the subject of the survey and its content The scope of the study includes spatial limitations of the subject; time limitations for conducting the study and the scale of the content being processed The basis for determining the scope of the study may be:
- A sufficiently representative department of the subject
- Fund enough time to complete the research
Trang 7- Ability to receive funding, means of experimental equipment (if necessary) to ensure the implementation of the research contents
Scope of research It's not that the subject and the subject are considered comprehensively at all times, it's limited to a certain range:
Scale range of survey subjects The spatial range of things
The time range of the progress of things The scope of the study
2 Scientific problems (Research questions)
The scientific problem here is the research problem, the answer to the question: What questions do I have to answer in the research? (see table 2, part II, step 2)
3 Scientific thesis (Research hypothesis)
The scientific argument here is the research hypothesis (What is my scientific argument?) (see table 2, part II, step 2)
4 Methods (see section 2, part II, step 3)
5 Evidences (see chapter 2, part II, step 2)
The choice of arguments and methods of gathering information is divided into groups: Documentary methods, non-experimental methods and experimental method
Câu 2: Lấy ví dụ 01 đề tài nghiên cứu khoa học cụ thể, đúng chuyên ngành Ngôn ngữ Anh để xây dựng một Đề cương nghiên cứu khoa học với đầy
đủ các nội dung trên (Take, for example, one specific scientific research topic, specific English-language specialization, to build a scientific research plan with the full content of the above).
1 TITLE: The use of music in practicing interpreting skills for English language students: a practical study at a few universities in Vietnam.
2 RATIONAL OF THE STUDY:
The methods of practicing interpreting skills for English language students
at universities are becoming mechanical, rigid, and outdated in today's technological advancements Generally, lecturers tend to guide students using methods and materials that they have used before and found effective They provide texts from textbooks for students to translate, resulting in only one fixed answer This affects the interpreting skills of language students, especially those
Trang 8specializing in English language Nowadays, thanks to technological progress and the development of the Internet, there are diverse and easily accessible methods for practicing foreign language skills These include using foreign news programs such as BBC, VOA special English, CNN, etc to practice listening and speaking skills or even listening to English music on the internet to learn vocabularies and enhance interpreting skills Music is an indispensable part of life Music can also play an essential role in teaching and training, serving as an untapped resource with endless possibilities By incorporating the type of entertainment with learning foreign language in general, English in particular, students can achieve higher effectiveness However, how music can help to improve interpreting skills, and what students perceive the use of music in enhancing interpreting skills There are not many studies that can answer the above questions For these reasons, our research team has chosen the topic: "The use of music in practicing interpreting skills for English language students: a practical study at a few universities in Vietnam."
3 HISTORY OF RESEARCH (HISTORY OF THE STUDY) -SUMMARY OF DOMESTIC AND FOREIGNERS’ LITERATURE:
One of the challenges that all English teachers face, whether teaching children or adults, is maintaining students' interest throughout the lesson Therefore, English teachers often employ various teaching methods to capture students' attention, one of which is using music
What makes music a useful teaching tool is its universal appeal; it has the ability to connect with different cultures and languages As a result, music becomes a powerful motivational resource in foreign language classrooms, regardless of the age or proficiency level of the learners However, currently, there
is a lack of scientific research on the application of music in training interpreting skills, both domestically and internationally
- According to Education Times, besides its impact on vocabulary and grammar, listening to English songs also helps learners understand pronunciation and intonation patterns In reality, those who speak English well, with accurate pronunciation and intonation, often enjoy English songs Listening to English songs for language practice can also enhance English listening comprehension skills
- According to the British Council, engaging students in applying critical thinking skills when learning English helps them better understand texts and improve their interpreting skills by transforming texts into their own words Using song lyrics is a perfect way to develop these skills
Trang 9- According to Shaleha Isnaini and Dyah Aminatun’s study on December 2021, English songs help the students learn and enhance students’
vocabulary as well as their English skills Moreover, from the habit of the students that like listening to English songs every day, the students feel that English songs have high influence on their English skills Also, the students feel that English song are interesting and entertaining as the media for them to learn new vocabulary, unfamiliar vocabulary, and pronounce the word correctly Thus, in the end it can improve their vocabulary Students will try to see the lyrics of the English songs and find out the meaning of those words After that, they implement them in their daily written or spoken English and gradually they will be familiar with the word and using them Using English songs can also be an alternative way for teachers to be used as a medium to learn English since listening to the music will be relaxing for them especially music that students like
- According to Rimma M Akhmadullina & Albina R Abdrafikova’s study on February 2016, it should be noted that we have identified methodological
techniques of the use of music and musical information, which create favorable psychological climate, reduce the psychological tension, activate language activities, increase the emotional tone, support the motivation to study a foreign language Music or songs while listened by the entire group simultaneously, promote teambuilding as well as a more complete disclosure of the creative abilities of each Moreover, it can be used by university faculty to perform practical trainings in teaching a foreign language The identified methodical techniques with the help of music can improve the knowledge of English
Furthermore, having good listening and comprehension abilities in English
is highly beneficial for interpreting spoken language in communication as well as
in written texts This implies that using music to practice interpreting skills is a relatively effective method Therefore, this research topic is a novel area for scientific exploration, which can assist educators and students in applying this method in teaching and training
4 RESEARCH AIMS:
The research topic "The use of music in practicing interpreting skills for English language students: a practical study at a few universities in Vietnam." focuses on analyzing students’ perspectives on using of music as a means to improve interpreting skills Then it aims to propose several methods to enhance the capabilities of English language students, thereby contributing to the overall improvement of the quality of education in the Faculty of Foreign Language and a few universities in Vietnam as a whole
Trang 105 SAMPLE OF THE STUDY
6 SCOPE OF THE STUDY AND RESEARCH OUTLINE
Chapter 1: Introduction
1.1 Rational
1.2 Aims and research questions:
1.3 Significance of the study
1.4 Scope of the study
Chapter 2: Literature Review
2.1 Using music in learning English
2.2 Interpreting skills
2.3 Using music in practicing interpretation
2.4 Necessary conditions to use music to enhance interpreting skills
Chapter 3: Methodology
3.1 Research design
3.2 Participants
3.3 Research instruments
3.4 Data collection procedure
3.5 Data analysis
Chapter 4: Results and discussions
4.1 Results
4.2 Discussions
4.3 Implications
Chapter 5: Conclusion
References
7 RESEARCH QUESTIONS
One is left with a number of questions based on the literature review of theoretical, empirical and practical classroom resources just completed If connections between music and language are as strong as the literature reviewed above suggests, why is there such disparity between theoretical support and practical application in the classroom? Why, outside of a few young learner texts,