A STUDY ON THE APPLICATION OF THE COURSE “AN INTRODUCTION TO LINGUISTICS” TO THE STUDY OF ENGLISH LINGUISTICS SUBJECTS BY ENGLISH-MAJORED STUDENTS AT UNIVERSITY OF FOREIGN LANGUAGE STUDIES, THE UNIVERSITY OF DA NANG
INTRODUCTION
RATIONALE OF STUDY
For any learner, the main goal for any course is to acquire more new interesting and useful knowledge.Whether or not you can apply the knowledge and skills you have learned is another matter Young people now often forget all the knowledge they have learned after they have finished It's like the time and effort they put into studying the previous course means nothing Therefore, courses should design an attractive and useful curriculum so that learners can retain knowledge longer Self- study and the correct application of learned knowledge require more from university students Because the university environment requires self-study skills and highly selective knowledge acquisition; therefore, I focused my study on university students.
In many universities around the world, students take a variety of courses and students at UFLS are no exception The research will focus on English majored students because this is the major with the most students compared to other language majors at UFLS ; therefore, the data collected will be more diverse.
Research also focuses on identifying skills and knowledge from one course and how students apply that knowledge to subsequent courses The clearest and most visible relationship between the courses mentioned in this study is the foundation course and the in-depth course of the English major at UFLS Any English -majored student must first study the course "An Introduction to Linguistics", this is a course that provides a general introduction to language and its aspects, and it contains basic knowledge about language and this is the premise for the following courses; especially English Linguistics Subjects English Linguistics Subjects prefer to convey more clearly, specifically and in more detail about each part of the language,so the knowledge from these courses supports each other very closely It is clearer that this research will proceed a study on the application of the course “An
Introduction to Linguistics” to the study of English Linguistics Subjects by English- majored students at University of Foreign Language Studies, University of DaNang Besides, 3rd year students are those who have studied the course "AnIntroduction to Linguistics” and English Linguistics Subjects, so they can provide survey data and opinions mostly full and accurate For that reason, this research will focus on survey subjects who are 3rd year students of the Faculty of English.
AIMS AND OBJECTIVES
This study aims to examine the application of the course “An Introduction to Linguistics” to the study of English Linguistics Subjects by English - majored 3 rd year students at UFLS_UD It is hoped that the result of this research will help to evaluate the effectiveness of this course in surveying how students will apply this course into English Linguistics Subjects after studying this course Additionally, it is hoped that this study will help the Faculty of English at UFLS evaluate the effectiveness of the course "An Introduction to Linguistics" and understand the difficulty of students from the course.
To achieve the aim of the study, the following objectives are intended:
- To identify the skills and knowledge from the course “An Introduction to Linguistics” provides English-majored 3 rd year students applied to English Linguistics Subjects at UFLS.
- To explore the ways English-majored 3 rd year students apply knowledge from the course “An Introduction to Linguistics” to studyEnglish Linguistics Subjects at UFLS.
RESEARCH QUESTIONS
1 What are the skills and knowledge from the course “An Introduction to Linguistics” provides English-majored 3 rd year students applied to English Linguistics Subjects at UFLS?
2 How do English-majored 3 rd year students apply knowledge from the course “An Introduction to Linguistics” to study English LinguisticsSubjects at UFLS?
HYPOTHESIS
The following hypothesis are released for verification in the present study
H01: There is no special difference in the ability to apply and acquire learned knowledge to other courses of English-majored 3 rd year students at UFLS by different academic performance.
SCOPE OF STUDY
The aim of this study is to examine the application of the course "An Introduction to Linguistics" to the study of English Linguistics subjects by 3rd-year English majors at UFLS Having completed "An Introduction to Linguistics" and currently studying English Linguistics subjects, these students possess a thorough understanding necessary for offering insightful survey responses and opinions.
However, since many aspects of the course are applicable to various fields, this study specifically concentrates on the main knowledge that the course hopes students will have after studying the course which includes main knowledge:
Phonetics, Lexicology, Grammar and the extended knowledge: Stylistics, Pragmatics and so on Moreover, The study also focuses on two core skills: analytical skills and summarization skills: These two skills are also drawn from the goals of the course and from the way students apply knowledge This research also explores how students apply knowledge into their English Linguistics subjects
Additionally, this study examines students' ability to apply knowledge from the course through surveying their perceptions and actions Lastly, the study will not examine factors that affect the ability to apply this course or provide the ways in order to help apply this course better into other English Linguistics Subjects In terms of participants, only students from the Faculty of English at UFLS were invited for the research.
RESEARCH ORGANIZATION
The study consists of five chapter:
Chapter 1 is the introduction which presents the rationale, aims, objectives, research questions, scope, hypothesis and outline of the study.
Chapter 2 is the literature review and theoretical background, definitions and previous related studies.
Chapter 3 is about research methodology which includes research design, research methodology, sample, instrument, data collection, data analysis, reliabilty and validity.
Chapter 4 is about discussion of findings.
Chapter 5 is the conclusion includes conclusions, implications of the study,limitations and suggestions for futher study.
REVIEW OF THE PREVIOUS STUDIES
2.1.1 Previous related studies to transfer/ the application of knowledge by students at university
Research related to the application of knowledge by university students has long been no longer a strange topic for research in the fields of education, psychology and cognitive science Scholars and researchers have explored various aspects of how students acquire, retain, and apply knowledge in practical contexts Here are some studies related to this topic:
Eraut (2009), investigated "Transfer of knowledge between education and workplace settings In chapter 2.1 of a book "Knowledge, Values and Educational Policy A Critical perspective " (2009) This study has deeply investigated the term
"what is knowledge?" through contrasting different discourses to describe knowledge At the same time, point out the types of knowledge acquired in educational contexts and the ways workers often apply them at work Through the conclusion of this study, the author has assessed that students' knowledge transfer from study to work is not good and there are many limitations in the curriculum,there is not really a connection between practice and theory This research only approaches the ways in which people apply learned knowledge at work, but cannot determine exactly what knowledge Furthermore, applying knowledge from one subject to another is also very important, but in this study the author does not research that topic Through this, I conducted my research to gain a deeper understanding of not only how but also what knowledge students apply to their related subjects.
Jun (2007) investigated College Student’s Perceptions of Learning and Knowledge Transfer in Problem-Based Video Instruction: A Case Study The purpose of this study was to investigate college students' perceptions of learning and knowledge transfer in problem-based video instruction To achieve this purpose, this study compared students' interview data of learning and knowledge transfer in problem-based video instruction (PBVI) that was produced for an undergraduate course of the special education field with those in two other kinds of instruction: (a) problem-based text instruction (PBTI) and (b) problem-based video instruction without group discussion (PBVI w/o GD) by using the constant comparison method This study only focuses on studying students' perceptions of transferring knowledge and does not mention the way they transfer it.
Although several studies have examined students' ability to apply knowledge, none have specifically identified the knowledge, skills, and application methods from this course to other courses by students Particularly, application methods between foundational subjects and specialized subjects by students Therefore, this research will delve deeper into identifying the knowledge, skills, and ways students apply knowledge from foundational courses to specialized courses through the survey student's cognitive and actions.
THEORETICAL BACKGROUND
“Knowledge without application is like a book that is never read” ~Christopher Crawford
As a student, I completely agree with the above point of view The knowledge that has been learned should be applied by students to learning other subjects, social practices or even in everyday life Knowledge needs to be applied, so the time and effort you spend learning will not be wasted.
In his taxonomy of Significant Learning, Fink (2013) said that application means learning how to do some new kind of action In his taxonomy, Bloom suggests that application means students take what they’ve learned and apply it to a different scenario, often one outside of the classroom For example, students could use a math formula they’ve learned to calculate a family budget or apply a legal ruling to a specific case in news headlines.
According to David N Perkins and Gavriel Salomon (1992), Transfer versus ordinary learning: In a sense, any learning requiresa modicum of transfer To say that learning has occurred means that theperson can display that learning later Even if the later situation is verysimilar, there will be some contrasts - perhaps time of day or the physicalsetting.
From the above perspectives, I also concluded that the knowledge gained from any course should be applied by students to related subjects, social practices, and even daily life Knowledge needs to be utilized, ensuring that the time and effort invested in learning are not wasted.
2.2.1 Introduction to the linguistics courses at UFLS -UD.
2.2.1.1 Overview of the course: An Introduction to Linguistics
An Introduction to Linguistics is a mandatory linguistic course within the curriculum for English - majored 2nd year students at UFLS This is a foundation course for future English Linguistics Subjects This course studies common issues of languages The course includes 5 main groups of issues: (1) Overview of language and linguistics; (2) Phonetics; (3) Vocabulary; (4) Grammar; (5) Language classification
There are four main objectives of the course included providing new knowledge, improving student’s skills, autonomy and responsibility, and assigning requirements for students on the course The course provides students with knowledge about the nature, function, origin, and development of language, and theoretical knowledge about phonetics, vocabulary, and grammar It also analyzes basic linguistic issues and issues related to phonetics, vocabulary, and grammar For skills, the course helps students develop active learning skills such as reference finding, public speaking, and teamwork For autonomy and responsibility, it enables students to answer, explain, and analyze phonetic, vocabulary, and grammatical phenomena in general and in the languages they study and use Students can self-research, identify documents, and analyze language problems in real communication, applying theoretical knowledge from this course to another course in the language they are studying Regarding course requirements, students must research reference materials, discuss in groups, do exercises, and solve situations before class In class, students must answer questions, ask questions, provide situations, give opinions, debate, discuss, do group and individual exercises, and evaluate the work of other groups (the Faculty of English’s curriculum at UFLS).
2.2.1.2 Overview of English Linguistics Courses
"English Linguistics Courses" refers to the academic disciplines and areas of study within the broader field of linguistics that specifically concentrate on the English language These elective courses are integrated into the curriculum for third-year English majors at UFLS They involve the systematic examination and investigation of various facets of the English language, including its structure, usage, and development English Linguistics Subjects encompass a diverse array of topics, reflecting the complex and multifaceted nature of the language.
According to the training program for English - majored students at UFLS.
Second-year students will take the course " An Introduction to Linguistics" When they become third-year students, they will continue to study "English LinguisticsCourses” such as: An Introduction to English Semantics, An Introduction to English
Pragmatics, An Introduction to Discourse Analysis, An Introduction to English Lexicology, An Introduction to English Stylistics, An Introduction to Contrastive Analysis, An Introduction to Functional Grammar.
An Introduction to English Semantics
This course is designed for third-year students of the English Language Program.
It covers basic knowledge about concepts in semantics such as meaning (sense, reference), types of meaning (denotation, connotation, extension, intension), sense properties, and sense relations between predicates and between sentences or propositions This knowledge is foundational for other linguistic theory courses and translation or theory of translation courses.
There are three main goals for the course For perception, the course helps students To define basic components of meaning (reference and sense), kinds of meaning (denotation, connotation, extension, intension) Besides, it helps students explain types of reference, sense relations between predicates and propositions, cases of semantic ambiguity, and processes of semantic changes For application, they can identify the truth conditions in individual sentences and between sentences and cases of semantic change in sentences For analytical capabilities, they also compare types of reference, the truth conditions in individual sentences and between sentences, and cases of semantic change in text extracts or conversations.
An Introduction to English Pragmatics
The course provides third-year BA students in The English Language with knowledge and skills to understand how speakers use words and sentences to convey meaning in context and the principles behind interpreting utterances in specific situations It covers concepts and tools for analyzing linguistic communication such as illocution, locution, perlocution, performative utterances, felicity conditions, direct vs indirect speech acts, cooperative communication, implicature, and politeness
There are three main goals for the course For perception, this course helps identify kinds of speech acts in terms of illocution, explicitness, implied locution, direct/indirect illocution, expressed quality, (non)literal locutions For application, it helps students produce utterances in communicative contexts using pragmatic knowledge of illocution, locution, constative and performative utterances, explicitness, implied locution, direct/indirect illocution, expressed quality, nonliteral locutions, presupposition, implicatures, cooperative maxims, and politeness.
Besides, students should conduct assignments and research papers on the contrastive analysis of pragmatic aspects of English and Vietnamese.
The course helps students demonstrate their creative thinking, critical thinking, and group work skills in assignments on issues of English pragmatics For analytical capabilities, students can analyze the pragmatic meanings of different kinds of speech acts in terms of presupposition, implicature, and politeness.
An Introduction to Discourse analysis
The course provides third-year BA students in The English Language with knowledge and skills to understand how real-life language in spoken and written texts is created and the principles behind text interpretation in specific situations It covers concepts and tools for analyzing language communication such as transactional and interactional functions, sentence, utterance, theme, thematisation,staging devices, topic framework, discourse content, information structure,cohesion, and coherence.
There are three main goals for the course For perception, students can Identify the object of study and scope for discourse analysis, characteristics of spoken and written texts, and features of text creation and interpretation For application, it helps students explain the interrelationship between forms and functions of language, features of context, topic, representation of discourse content, cohesion, and coherence Students should conduct assignments and research papers on the analysis of English texts and contrastive studies of English and Vietnamese texts.
SUMMARY OF CHAPTER
After the theories students' application knowledge from the course and related research in this chapter We have reviewed to clearly understand the definitions of students' application knowledge, as well as be aware of the problem that the research addresses Besides, some concepts of linguistics courses and relationships between fundamental courses and specialized courses are also presented.
RESEARCH METHODOLOGY
REARCH DESIGN
The aim of this research was to examine the application of the course "An Introduction to Linguistics" to the study of English Linguistics subjects by English- majored 3rd year students at UFLS-UD To achieve this purpose, the quantitative approach was employed to gather information, data, test hypotheses and collect students's opinions The participants of this study were English-majored 3rd year students at UFLS-UD, with the sample drawn from various classes within the Faculty of English The survey was distributed to classes in order to collect data.
For quantitative data analysis, the data was analyzed using IBM SPSS StatisticsSoftware For qualitative data analysis, the data was analyzed using the thematic method.
RESEARCH METHODOLODY
The study focuses on exploring the application of the course "An Introduction toLinguistics" by English - majored 3rd year students A quantitative research method is employed to gather information and collaborate with qualitative research to collect open data from students A survey is conducted to harvest information and data to support the research objectives The data was analyzed using SPSS software.
SAMPLE OF THE STUDY
The study subjects were English -majored 3rd year students from classes at UFLS-UD The research is limited to this population because the number of English -majored students is the highest compared to other language majors at UFLS-UD.
The common characteristic of the surveyed subjects is that they are all English - majored 3rd year at UFLS and have all studied the courses "An introduction toLinguistics" and they are learning "English Linguistics Subjects" Therefore, they can provide accurate and relevant information about their applicability of the course after having studied it Additionally, focusing on collecting information only from English major students helps the research be carried out more quickly and easily.
The sample of this research included 160 English - majored 3rd year students of theFaculty of English at classes These students were selected at random and did not have any requirements regarding their academic performance or gender.
INSTRUMENT
In this study, the tool to gather data is by questionnaire The questionnaire is divided into two sections: personal information and questions that assess the manner and extent of student knowledge and skills application after completing the course.
The questions are based on the skills and knowledge from the course "An Introduction to Linguistics" and combined with the course objectives—a linguistics course within the curriculum at UFLS for second-year English majors.
In the first part, the closed questionnaire was designed to collect general student data including email, gender and previous semester's academic results There are 15 questions in the next part that dig deeper into determining the knowledge, skills that students applied from the course "An Introduction into Linguistics” and how they apply it to study the courses ``English Linguistics Subjects” In which, there are 11 questions to determine the knowledge that students can apply after studying the course "An Introduction into Linguistics" according to the five point Likert Scale with completely agree; agree; neutral; disagree; and completely disagree There is 1 question to identify which "English Linguistics Subjects" courses the student best applies; 3 open questions to determine how Students apply skills and knowledge to study "English Linguistics Subjects" and things they are not satisfied with the course.
DATA COLLECTION
A questionnaire is growing with 15 questions to examine the application of the course “An Introduction to Linguistics” to the study of English Linguistics Subjects by English - majored 3 rd year students at UFLS_UD A five point Likert Scale with completely agree; agree; neutral; disagree; and completely disagree, is used with 11 questions This approach is commonly employed in distance/electronic education research For example, the knowledge in question is based on the goals the course wants to bring to students In addition, the questionnaire also identifies knowledge, skills that students can apply and the courses "English Linguistics Subjects" such as: An Introduction to English Semantics, An Introduction to English Phonetics, An Introduction to English Pragmatics, An Introduction to Discourse analysis, An Introduction to English Lexicology, An Introduction to English Stylistics, An Introduction to Contrastive analysis, An Introduction to Functional grammar.
The Study is conducted in The University of Foreign Language Studies,University of Da Nang A random sample of female and male students (N = 160), filled in a questionnaire (the questionnaire is in both English and Vietnamese) The data collection process includes two periods, to collect as much data as possible to ensure the reliability of the survey In the first period, the researcher asked 133English-majored 3rd-year students of the Faculty of English at UFLS-UD to fill out the questionnaire directly in the classroom In the second period, the researcher asked 27 English-majored 3rd-year students of the Faculty of English at UFLS-UD to fill out an online questionnaire All students filled out the questionnaire voluntarily and their information was kept confidential.
DATA ANALYSIS
After the data collection phase, the information gathered from the survey ofEnglish -majored 3 rd year students will be summarized and analyzed usingStatistical Package for the Social Sciences (SPSS) software This tool will display the dataset and provide descriptive statistics, such as the mean, standard deviation, and frequency distribution tables for the applied knowledge Subsequently, the capability of English -majored 3 rd year students to apply the knowledge from the
"An Introduction to Linguistics" course will be compared.
ANOVA is used to compare the level of knowledge application among English major students with different academic performances by 3rd year English majors AP-value of less than 0.05 will be considered statistically significant Additionally,qualitative data will be analyzed using thematic methods to identify themes in the respondents' answers.
RELIABILITY AND VALIDITY
SPSS software (Statistical Package for the Social Sciences) is a computer program for statistical analysis, first created in 1968 by SPSS Inc and acquired by IBM in 2009 SPSS is software that analyzes and calculates data and gives users the most general results SPSS provides users with detailed data analysis options to look deeper into your data SPSS also provides users with many language options along with a simple, easy-to-use interface SPSS software is trusted by researchers who use it to analyze and compile data in their research.
A number of research articles using SPSS for statistics and data analysis:
Nguyen, N N., Nguyen, T Q., & Tran, M H (2024), Jaradat, R M (2014), Karataş, H., Alcı, B., Bademcioglu, M., & Ergin, A (2016) and so on Through this, it can be seen that this software is reliable and useful and can support research.
Therefore, I choose this software to support my research Regarding the questionnaire, each question is designed to focus on a detailed issue to help readers understand exactly the meaning of the question For example, Do you agree that you have learned analytical skills from this course? Do you agree that you have learned summary skills from the course “An Introduction to Linguistics”? Do you agree that this course helps you review what you have learned?
Table 3.7.1.1 Reliability Statistics of Main study
The questionnaire was reviewed by an Associate Professor and Doctor, a senior lecturer in the Faculty of English To verify the reliability of the questionnaire, the researcher tested Cronbach's Alpha value for all questions, which was 0.901.
According to Nunnally's research (1967), a total Cronbach's Alpha value > 0.6 indicates that the questionnaire is reliable.
Table 3.7.2.1 Descriptive Statistics of the level of knowledge and skills acquired from the course
From Table 3.7.2.1, it is evident that the mean values range from 2 to 3 on the 5- point Likert scale This indicates that the majority of survey participants agreed with the statements posed (from questions 1 to 11) Additionally, the Standard Deviation among the questions does not have much difference, suggesting that most survey participants held similar opinions.
DISCUSSION OF FINDINGS
The ability to apply knowledge between English-majored 3rd-year students
Comparing the level of knowledge and skills applied between students with different academic performance
Table 4.1.1 Descriptive Statistic and one-way ANOVA
According to table 4.1.1, it can be concluded that the variance between the question variables is identical, with no difference (all Levene Statistic’s Sig of sentences > 0.05) Accordingly, looking up the table of F’s Sig values, most of the questions have F’s Sig > 0.05, which means that between students with different academic performance, almost does not affect their level of knowledge application.
The academic performance levels are expressed as follows, "excellent =1, good =2, fair =3, poor =4, very poor =5" Most students can apply knowledge and skills from the course “An Introduction to Linguistics' ', which includes main knowledge:
Phonetics, Lexicology, Grammar and the extended knowledge: Stylistics, Pragmatics and so on Additionally, there are two core skills such as analysis skills, summary skills that students also apply to study "English Linguistics Subjects".
Furthermore, the majority of survey participants agreed that the "An Introduction to Linguistics" course was useful and was a foundation course to help them learn
"English Linguistics Subjects” better Nevertheless, the number of people with poor academic performance who filled out the survey was only one person, so this group of people collected little data from them to clarify the differences between groups of students with other academic performance In conclusion, the H01 hypothesis is correct, most of the time there is no difference in knowledge application between students with different academic performance.
Students’ level of application knowledge to study “English Linguistics Subjects”
Figure 4.2.1 Comparing students' level of knowledge application in " English Linguistics Subjects" of 3rd year English -majored students
According to chart 4.2.1, there is a special difference in the ability to apply knowledge from the course “An Introduction to Linguistics” to studying "English Linguistics Subjects" of English- majored 3rd year students at UFLS In this question, students have chosen more than 2 answers, so the number of students choosing more than 2 answers is quite high This shows that the ability of English- majored 3rd year students to recognize similar knowledge and apply it to related courses is very high There are 54 students who can apply knowledge to study “An Introduction to English Lexicology”, 35 students apply knowledge to study “An Introduction to English Semantics”, 33 students can apply knowledge to study “An Introduction to Contrastive analysis” and 30 students apply knowledge to study An Introduction to English Pragmatics It can be seen that between the three courses“An Introduction to English Semantics, An Introduction to English Pragmatics, An Introduction to Contrastive Analysis", there is a difference in the number of students applying knowledge to learn these subjects but not significant.
Maybe because these subjects have similar knowledge to the courses "AnIntroduction to Linguistics" is quite numerous, so students can recognize it and apply it In addition, the number of students applying knowledge to learn the course
“An Introduction to Functional Grammar and An Introduction to English Stylistics" is equal, about 25 students In contrast, there are very few 3rd-year E - majors who apply knowledge to learn the course “An Introduction to Discourse Analysis”, only 7 students This subject may be quite difficult and requires students to deeply understand knowledge in both "An Introduction to Linguistics" and "An Introduction to Discourse Analysis" to be able to apply similar knowledge to support each other between the two courses In general, in the majority of "English Linguistics Subjects"s, 3rd-year E -majored students can apply knowledge from the course “An Introduction to Linguistics” to study The one that students can apply the most is the course “An Introduction to English Lexicology” It seems that this subject has the most similar linguistic aspects to the course "An Introduction to Linguistics”; therefore, students can best apply knowledge to this course.
Nevertheless, the course “An Introduction to Discourse Analysis” should be considered closely at the reasons why there are a few students who can apply the knowledge they have learned to this course There are two reasons, subjective and objective The subjective reason is that the ability to identify, acquire and apply knowledge in this subject of 3rd year English majors is not high It cannot be ignored objective factors such as the material documents are still quite abstract and difficult to understand, the lecturer's communication style is not really effective for students and the classroom atmosphere is not comfortable (as many students mentioned some reasons for dissatisfaction with the course include the reason mentioned above) The number of students applied knowledge in each EnglishLinguistics Subject can also be identified as the number of students studied in thisEnglish Linguistics Subject.
Students’ difficulties when studying the course "An Introduction to Linguistics"
It is obvious that for each course, each student will have different satisfaction and dissatisfaction with it For the course "An Introduction to Linguistics", students are completely satisfied with the course, which only has 45 students In contrast, the number of students who were dissatisfied with the course accounted for more than half of the students surveyed (N0) Most of the students who were not satisfied with the course said that the knowledge was too wide and difficult to abstract, with inconsistent material documents that should be shorter and easier to understand.
They also felt there should be more documents for reference and preparation for presentations, and some students had not yet determined the real purpose of the course (80th students) Others found the knowledge about analyzing negative and positive sentences and the complex syntax knowledge too difficult to understand(10th students) Some students felt the course relied mostly on presentations with little teaching from the lecturer, and because it was taught in Vietnamese, it was hard for them to convey the knowledge to English and link it together However,they acknowledged that the course still provided some useful knowledge for improving their English learning ability and applying it to other subjects, though not often (25th students) On the other hand, there were students who were completely satisfied with the course and found it helpful in studying other subjects (45th students) In my opinion, during the teaching process, tutors should mix in situations and practical knowledge related to the subject and point out its similarities and differences for students to understand more easily Thanks to that,students can understand that this course is a foundation course that helps English - majored 3rd-year students learn better in the following subjects.
How to apply knowledge from "An Introduction to Linguistics" to study “English Linguistics Subjects”
The question aims to understand how English-majored 3rd-year students atUFLS-UD apply knowledge from "An Introduction to Linguistics" to their EnglishLinguistics Subjects Most students use this knowledge to analyze sentence structure, pronunciation, or context of sentences and words They apply these skills to related subjects like "English Linguistics Subjects." For example, one student uses knowledge from the course to analyze word pronunciation and context while studying translation subjects, understanding how language affects communication (52nd students) Another student understands concepts like phonetics, vocabulary, grammar, semantics, morphology, and phonology, applying them to compare similar words and forms across different topics, transferring this knowledge to English Linguistics Subjects (45th students) Another student analyzes sentence structure, grammar, idioms, and expressions, applying concepts like metaphor and comparison to exercises in courses such as An Introduction to Functional Grammar and English Stylistics (47th students) Lastly, a student applies knowledge of meaningful words, synonyms, vocabulary, and slang to analyze subjects and predicates, using this knowledge in courses like An Introduction to English Semantics and Discourse Analysis (16th students).
It is clear that any learner wants to get the best out of the courses they're studying English -majored 3rd year students at UFLS are the same They find ways to study better and improve their lacking knowledge and skills Especially for the course "An Introduction to Linguistics", Some students suggested comparing structure, grammar, and similarities between the Source Language and Target Language, using knowledge of semantics, stylistics, and pragmatics (22nd students).
Other students emphasized understanding vocabulary and grammar, learning morphology, and analyzing literal and figurative meanings (20th students) Deep understanding, practicing sentence structure analysis, and regularly doing exercises were also recommended by students (57th students) Some students focus on reading additional documents, discussing knowledge with peers, and seeking teacher clarification; thenThey will then take notes and often review them to remember (32nd students) Others practiced pronunciation and phonetic concepts,tutored peers Besides, I usually practice and review my knowledge by tutoring students on pronunciation, especially students who do not understand pronunciation and pronounce incorrectly (29th students) Students also find examples inVietnamese and apply the theories learned from the subject "An Introduction toLinguistics" and translate it into English to support the learning of "EnglishLinguistics Subjects” (25th students) Lastly, students claim that understanding language expression and using rigorous arguments were noted as helpful (19th students).
CONCLUSION
CONCLUSIONS
The aim of this study is to investigate the application of the course “An Introduction to Linguistics” to the study of English Linguistics Subjects by English majored 3rd-year students at UFLS_UD The results indicate that these students have a relatively high ability to apply the knowledge and skills from the "An Introduction to Linguistics'' course There are no significant differences in the application of knowledge and skills from the course among students with varying academic performance Therefore, the H01 hypothesis is correct with this study.
The research also identified the key knowledge areas and skills that third-yearEnglish majors gained from the course, including main knowledge such asPhonetics, Lexicology, and Grammar, and extended areas like Stylistics andPragmatics Additionally, skills such as analytical and summarizing abilities were noted The course "An Introduction to English Lexicology'' was found to be the most effective in helping students apply the knowledge and skills from "AnIntroduction to Linguistics." Furthermore, students provided examples of how they applied their knowledge and skills to study "English Linguistics Subjects," such as analyzing sentence structures, understanding pronunciation, and interpreting meaning in various contexts They also shared methods for improving their knowledge and skills, including researching, studying related materials, and regularly completing exercises after each chapter For instance, students often discussed related theories in class with peers and sought further explanations from lecturers on unclear concepts Lastly, more than half of the surveyed students expressed dissatisfaction with the course They felt that the course contained many complex terms and concepts, and the breadth of learning materials and knowledge made it challenging to identify and apply similar knowledge effectively.
IMPLICATIONS
This study aims to investigate the application of the course “An Introduction to Linguistics” to the study of English Linguistics Subjects by English -majored 3rd year students at UFLS It is hoped that the results will provide valuable contributions to education and training.
For students, the study helps evaluate their ability to understand and apply knowledge They can review their learning process and devise plans to improve their study methods, thereby enhancing their ability to absorb and apply knowledge more effectively From there, it can lead to better academic performance in future courses.
Additionally, lecturers and the Faculty of English can use this research as a reference to consider the difficulty of students when they learn the course and give solutions to solve the student's phenomenon Furthermore, this study may be considered the first to examine students' ability to transfer knowledge from one course to another at UFLS.
LIMITATIONS
Since the research only identified the knowledge, skills, and methods that 160English -majored 3rd year students at UFLS use to apply the course "AnIntroduction to Linguistics" to their English Linguistics Subjects, the findings cannot be generalized to all English -majored 3rd year students at UFLS The study did not deeply evaluate the effectiveness of the course, nor did it thoroughly explore the advantages and disadvantages students face when studying this course The research can not exactly determine the exact number of students participating in
"English Linguistics Subjects".From there, it is the unpossible to clearly determine the difference in knowledge that students participating in different courses applied from these courses This study also does not differentiate between "compulsory" or
"elective" English Linguistics Subjects courses nor does it clearly distinguish between academic skills and soft skills.
Due to limited time and references to related research, the concepts in this study are primarily based on the researcher's experiences and perspectives Additionally,the number of third-year English majors who participated in the survey was relatively small, resulting in limited data.
SUGGESTIONS FOR FURTHER RESEARCH
For future research, it is essential to clearly identify the advantages and disadvantages students face when studying the course “An Introduction to Linguistics” and then provide solutions and methods to help them achieve better learning outcomes From there, it can include a deeper evaluation of the course's effectiveness.
Researchers might consider the following research topic:
- An investigation into the advantages and disadvantages of English majors studying the course “An Introduction to Linguistics” at University of Foreign Language Studies, The University of Da Nang.
- An investigation into the effectiveness of the course “An Introduction to Linguistics” by English major students at University of ForeignLanguage Studies, The University of Da Nang.
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I am from class 20CNACLC02 of the University of Foreign Languages - University of Danang I am doing a survey on A study on the Application of the course “An Introduction to Linguistics” to the study of English Linguistics Subjects by English- majored 3rd year students at University of Foreign Language Studies, the University of Da Nang.
Please allow me about 20 precious minutes to read and answer this questionnaire I am a committed to keeping your own responses as well as the identities of all participants in this survey confidential Aggregated results will be sent to you if you need them Thanks very much!
Students’ information
3 Academic performance in the 1 st semester of 2023-2024:
☐ Excellent ☐ Good ☐ Fair ☐ Poor ☐ Very poor
Students’ opinions
1 After studying the course “An Introduction to Linguistics”, do you agree that you have applied knowledge about Phonetics from this course into English Linguistics subjects?
2 After studying the course “An Introduction to Linguistics”, do you agree that you have applied knowledge about Vocabulary from this course into English Linguistics subjects?
3 After studying the course “An Introduction to Linguistics”, do you agree that you have applied knowledge about Grammar from this course into English Linguistics subjects?
4 After studying the course “An Introduction to Linguistics”, do you agree that you have applied knowledge about Pragmatics from this course into English Linguistics subjects?
5 After studying the course “An Introduction to Linguistics”, do you agree that you have applied knowledge about Stylistics from this course into English Linguistics subjects?
6 Do you agree that the course “An Introduction to Linguistics”, helps you review what you have learned?
7 Do you agree that the course “An Introduction to Linguistics” is a foundation course to help you learn the following courses better?
8 Do you agree that you have learned analytical skills from the course “An Introduction to Linguistics”?
9 Do you agree that you have learned summary skills from the course “An Introduction to Linguistics”?
10 Do you agree that the course “An Introduction to Linguistics” brings you a lot of useful knowledge?
11 Do you agree that you are completely confident applying the concepts learned from the “An Introduction to Linguistics” course to your current
12 According to the Faculty of English’s training program, after learning "An Introduction to Linguistics" you will study subjects such as: An Introduction to English Semantics, An Introduction to English Pragmatics, An Introduction to Discourse analysis, An Introduction to English Lexicology, An Introduction to English Stylistics, An Introduction to Contrastive analysis, An Introduction to Functional grammar
In your opinion, which of the courses mentioned can you best apply the knowledge learned from “An Introduction to Linguistics”? You can choose more than 1 answer.
☐ An Introduction to English Semantics ☐ An Introduction to English Pragmatics ☐ An Introduction to Discourse analysis ☐ An Introduction to English Lexicology ☐ An Introduction to English Stylistics ☐ An Introduction to Contrastive analysis ☐ An Introduction to Functional grammar.