En05 phương pháp luận nghiên cứu khoa học bai kiem tra 6

Câu 1: Nêu các nội dung chính của một Đề cương nghiên cứu khoa học (4 điểm). 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. (6 điểm).

TRƯỜNG ĐẠI HỌC MỞ HÀ NỘI

BÀI TẬP KỸ NĂNG MÔN: PHƯƠNG PHÁP LUẬN NGHIÊN CỨU KHOA HỌC

Mã môn: EN05

Student’s fullname:

Date of bith:

Đề 2

Câu 1: Nêu các nội dung chính của một Đề cương nghiên cứu khoa học (4

điểm)

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 (6 điểm)

BÀI LÀM Task 1:

A scientific research proposal is a document that outlines the main content and steps of the research The scientific research proposal is developed for submission to funding agencies and organizations for approval, as a basis for working with colleagues The outline should include the following points:

1 Title

Selection of scientific topics must come from the selection of scientific facts/problems A scientific problem, also called a research problem or research question, is a question posed when the researcher is faced with a conflict between the limitation of existing scientific knowledge and the requirement to develop that knowledge at a higher level Discovering a scientific problem is a very important step on the way to cognitive development Researching a scientific problem should start with the discovery of a scientific problem

Therefore, in order to select a topic, the research problem should be presented in the form of a questionable sentence

- Does the topic have scientific significance?

- Does the topic have practical significance?

- Is the topic urgent to study?

- Are you qualified to do the project?

- Is the topic relevant to your interests?

- Is the topic relevant to the subject being trained?

To name a topic, it is important to note that the title of the topic must be very concise, with one meaning, not two or more meanings Two disadvantages to avoid when naming topics:

Firstly: The topic title should not be set with phrases with high uncertainty about information Eg: thinking about , trying to learn about …

Secondly, limit the abuse of phrases indicating the purpose Eg: in order to improve the quality , contribute to

2 Rationale

The reason for choosing the main topic is to present the purpose of the research, the researcher must answer the question "why is the topic considered?" When explaining the reason, the researcher needs to clarify three things:

- Analyzing briefly the research history and prove, propose the research not to repeat the results that have been published by previous studies

- Clarifying the level of research of previous colleagues to clearly show what the subject will inherit from colleagues

- Explaining the reasons for the author's choice in terms of theory, practice, urgency and research capacity

3 History of study

Research history answers the question: Has anyone researched and what research has been done on this topic? Research history should:

- Analyzing briefly historical of research

- Clarifying the level of research of previous colleagues to clearly show what the topic will inherit from colleagues

- Clarifying what areas are still vacant, and prove that the research proposal does not repeat the results that previous colleagues have published

4 Aim and Objectives of the study

Research objectives answer the question: What is researched?

Research objectives present the intended work in the form of an objective tree, based on the target tree to determine specific research tasks

5 Sample of study

The survey form answers the question: where will I research? Which sample do

I choose to survey?

In order to choose a survey sample, we must start from the research object, to identify the survey object and from there determine the survey sample

6 Sample of study

Research scope answers the question: what extent is the research content limited?

There are two types of research scopes:

- Limited scope of research content

- Limited scope of time, the course of events to consider

7 Research question

The scientific problem here is the research problem, answering the question: what questions do I have to answer in the research?

8 Research hypothesis

The scientific argument here is the research hypothesis

9 Methods

In order to prove a scientific point of view, there must be sufficient scientific evidence To find arguments and make arguments persuasive, researchers must use certain methods Methods in jute include two types:

- Methods of finding and proving arguments

- Method of arranging arguments to prove scientific arguments.

10 Evidences

In order to prove a scientific argument, there must be arguments Evidence is evidence to confirm that the author's hypothesis is correct Selection of arguments and methods of information collection are grouped according to:

- Documentary research methods

- Non-empirical method

- Experimental method

Task 2: Choose one specific research to make the research outline

1 Title

Syntactic and pragmatic features of English question with reference to Vietnamese (based on the bilingual novel “Godfather”)

2 Rationale

For learning foreign languages in the context of international integration today, English is one of most important language Through the experience of teaching English as a foreign language, the author found that sometimes students questioned in English in the Vietnamese, style and Vietnamese way of thinking The results of the survey of language behaviors in Vietnamese students' classrooms are also given the fact that English language is very limited because of many mistakes in language behaviors To overcoming these obstacles is probably a big challenge for students This is also the reason why students lack confidence in using English to communicate

The main reason for this limitation may be that of Vietnamese students ordinary learn English in certain courses and for a while Moreover, students do not have many opportunities to deliver frequently with native English speakers,

so sometimes there still exist cases where the student has not yet determined the required degree of language behavior in English To find solutions to these questions to provide a solution to the situation above, in the process of learning

and teaching skills and other language skills in the classroom such as listening, speaking, reading and writing, the teacher should point out how to use questions

in different contexts Comparing the question in both English and Vietnamese from a rich source of material about the means of expressing the question in a polite way in social interaction is a necessity, especially it helps Vietnamese students learn English and foreign students learn Vietnamese have a guideline

in communication skills, so that there is a good cooperation, dynamic and polite cooperation

The thesis provides the general look into definition and characteristics of English and Vietnamese questions as well as the usage of English and Vietnamese questions Based on the analysis, factors causing common mistakes

of Vietnamese learners in learning questions and some recommendation for better studying English are also going to be shown

3 History of study

- Nguyen Dang Suu (2002) carried out a study of English questions in the contrast with Vietnamese ones In detail, the author figured out the features of questions in both English and Vietnamese to have a clear understanding about ways to form a question and their equivalent meaning in the two languages Then, the author studied and compared the pragmatic – semantic structure to find out the similarities and differences between questions in English and Vietnamese language He also conducted surveys to investigate the understanding of Vietnamese students of questions in the two languages, then came to some conclusions about the students’ mistakes and suggested solutions

in language teaching Questions in some books are used as illustrated examples and as the source to display the mistakes in question translation in English – Vietnamese

- Le Dong (1996) carried out a study on the view of semantics and pragmatics When comparing questions in Vietnamese and English, the author points out the similarities and differences of the typical academic nature of the

selection of questions from literary works when quoting sources and illustration.

- Vo Dai Quang (2000) conducted a study to compare and contrast ―true questions‖ on the fields of semantics and pragmatics in English and Vietnamese

In the study, the author used both English and Vietnamese as source and target language in order to find out the similarities and differences of semantic and pragmatic features of English and Vietnamese questions He also dealt with the contrast of different types of true questions as well as pragmatic means which is often seen in those questions kinds

- Cao Xuan Hao (1991) in the study of questions in ―Tiếng Việt - Sơ thảo ngữ pháp chức năng‖, divided questions into two categories: legal questions and unqualified questions In his opinion, the meaning of a genuine question can be determined by the meaning of the correspondence between the question and the answer Meanwhile, the unqualified question is also mentioned when discussing the other verbal values of the question in Vietnamese

- Nguyen Duc Dan (1998) has summarized the research work of foreign authors related to the study of "universal" pragmatics He further explains the three types of linguistic behaviors and the categorization of speech behaviors of

J Searle (1982) He also mentioned works related to the principle of courtesy and the same viewpoints with R Lakoff (1973, 1989), G Leech (1983), W Edmondson (1981), A Kasher (1986), when discussing politeness as a motto of conversation

4 Aim and Objectives of the study

The research aims at finding out the use of English and Vietnamese questions Furthermore, questions in the bilingual novel will be selected to find out mistakes in learning and suggest proper solutions The research results will help Vietnamese learners learning English questions from English in an effective way

To achieve the aims mentioned above, following objectives are put forward:

- To describe the syntactic and pragmatic features of English questions

and Vietnamese equivalents.

- To establish the usage of English and Vietnamese questions with respect

to syntactic and pragmatic features

- To Suggest some recommendations for learning English questions

5 Sample of the study

Syntactic and pragmatic features of English questions with reference to Vietnamese

6 Scope of the study

The scope of this study is an investigation into English questions and Vietnamese equivalents especially in the syntactic and pragmatic features Therefore, the study is cover in all type of questions The scope of data investigation is extracted texts in the work: ―Godfather ‖ by Mario Puzo and its Vietnamese version ―Bố già ‖ translated by Ngoc Thu Lang The analysis will demonstrate how English questions and Vietnamese questions are being used and also find out form and meaning of questions between the two books

7 Research questions

What are syntactic and pragmatic features of English and

Vietnamese questions?

How English and Vietnamese questions are being used with

respect to syntactic and pragmatic features?

What are some recommendations for learning English question?

8. Research hypothesis

- Review of theoretical background

+ Theory of syntax

+ Theory of pragmatics

- Review of theoretical framework

+ Syntactic features of English questions

WH-question

Yes – No question

Tag question

Alternative question

+ Syntactic features of Vietnamese questions

WH-question

Yes – No question

++ Alternative question

+ Pragmatic features of English and Vietnamese question

9 Methods

Referring to research-governing orientations and research methods of the study Also, provide some data analysis and instruments to the study

Subjects/ Instruments/ Procedures/ Data Analysis/ Data Analysis

10 Evidences

- Syntactic features of English –Vietnamese questions in the novel Godfather

- Pragmatics features of English- Vietnamese questions in the novel Godfather

- Implications for learning English questions