Cohesive devices in tiếng anh 10 reading texts

ENGLISH LANGUAGE 2018 – 2020 (1) MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY M.A THESIS COHESIVE DEVICES IN TIẾNG ANH 10 READING TEXTS (Các phương tiện liên kết văn đọc Tiếng Anh lớp 10) PHẠM VĂN TUẤN PHẠM VĂN TUẤN Field: English Language Code: 8.22.02.01 Hanoi, 2020 MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY M.A THESIS COHESIVE DEVICES IN TIẾNG ANH 10 READING TEXTS (Các phương tiện liên kết văn đọc Tiếng Anh lớp 10) PHẠM VĂN TUẤN Field: English Language Code: 8.22.02.01 Supervisor: Prof Dr Ho Ngoc Trung Hanoi, 2020 ii CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled “Cohesive devices in Tiếng Anh 10 reading texts” submitted in partial fulfillment of the requirements for the degree of Master in English Linguistics Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the thesis Hanoi, 2020 Phạm Văn Tuấn Approved by SUPERVISOR Date:……………………………………… i ACKNOWLEDGEMENTS This thesis could hardly have been completed without the help and support from a number of people First and foremost, I would like to express my sincere gratitude to Assoc Prof Dr Hồ Ngọc Trung, my supervisor, who has patiently and constantly supported me through the stages of the study, and whose stimulating ideas, expertise and suggestions have inspired me greatly through my growth as an academic researcher My sincere acknowledgement also goes to all my lecturers of Hanoi Open University, who have facilitated me with the best possible conditions during my whole course of studying Last but not least, I am greatly indebted to my family and my friends for the sacrifice they have devoted to the fulfillment of this academic work ii ABSTRACT This study is mainly aimed at analyzing cohesive devices in the reading texts for high school students Tiếng Anh 10, finding out teachers’ attitudes towards cohesion teaching Ten reading texts were chosen as core materials for the analysis of the cohesive devices The data have been analyzed by using the concept of cohesive devices proposed by Halliday and Hasan (1976) which covers reference, substitution, ellipsis, conjunction, and lexical cohesion 120 high school students were asked to take part in the survey in order to give ideas about their attitudes towards learning and teaching cohesion The analysis reveals that grammatical cohesive devices are used more often in the reading texts than lexical cohesive devices The data from the survey indicates that the teachers often teach cohesion in class but they cannot cover all types of cohesion Based on the findings, significant suggestions were provided for future applications in learning and teaching cohesion It is hoped that the results of this research would be of some use for further study in the field iii LIST OF ABBREVIATIONS EFL English as a Foreign Language ESP English for Specific purposes Ad.Conj Adver.Conj Additive Conjunction Adversative Conjunction Cau.Conj Causal Conjunction Temp.Conj Temporal Conjunction iv LIST OF TABLES AND FIGURES Table 2.1: Type of cohesion 14 Table 2.2: Grammatical and Lexical Cohesion 15 Table 2.3: The description of reiteration 23 Table 3.1: List of sample texts and their origin 25 Table 4.1: Reference in reading texts 30 Table 4.2: Substitution in reading texts 31 Table 4.3: Ellipsis in reading texts 32 Table 4.4: Conjunctions in reading texts 33 Table 4.5: Frequency of Grammatical Cohesive devices in reading texts 34 Table 4.6: Frequency of Lexical cohesive devices in reading texts 36 Figure 4.1: The percentage of grammatical cohesive devices in reading texts 35 Figure 4.2: The percentage of lexical cohesive devices in reading texts 37 Diagram 2.1: Reference 16 v TABLE OF CONTENTS Certificate of originality i Acknowledgements ii Abstract iii List of abbreviations iv List of tables and figures v Table of contents vi Chapter 1: INTRODUCTION 1.1 Rationale of the study 1.2 Aims and objectives of the study 1.3 Research questions 1.4 Methods of the study 1.5 Scope of the study 1.6 Significance of the study 1.7 Structure of the study Chapter 2: LITERATURE REVIEW 2.1 Previous studies 2.2 Theoretical background 2.2.1 The concept of discourse 2.2.1.1 Discourse and discourse analysis 2.2.1.2 Discourse and text 2.2.1.3 Spoken and written discourse 2.2.1.4 Discourse context 10 2.2.2 The concept of cohesion 12 1.2.2.1 Definition 12 1.2.2.2 Cohesion and coherence 12 2.2.3 Cohesive devices and classification 13 2.2.3.1 Cohesive devices 13 2.2.3.2 Classification 14 2.2.3.2.1 Grammatical Cohesion 16 2.2.3.2.2 Lexical Cohesion 21 2.3 Summary 23 vi Chapter 3: METHODOLOGY 24 3.1 Research approach 24 3.2 Method of the study 24 3.3 Data collection 25 3.3.1 Subject of the study 25 3.3.2 Participants 26 3.3.3 Survey questionnaire 26 3.3.4 Data collection procedures 26 3.4 Data analysis 27 3.5 Summary 27 Chapter 4: COHESIVE DEVICES IN TIẾNG ANH 10 READING TEXTS.28 4.1 Grammatical cohesive devices 28 4.1.1 Reference 28 4.1.2 Substitution 31 4.1.3 Ellipsis 31 4.1.4 Conjunction 33 4.2 Lexical cohesive devices 36 4.2.1 Reiteration 33 4.2.1.1 Repetition 38 4.2.1.2 General nouns 39 4.2.1.3 Synonyms 40 4.2.1.4 Superordinate 41 4.2.1.5 Antonymy 41 4.2.2 Collocation 42 4.3 Findings from the survey questionnaire 43 4.3.1 About subjects’ information 44 4.3.2 About teaching and learning of cohesive devices in English texts 44 4.3.3 Students’ mistakes in translating cohesive devices in reading texts 45 4.4 Implications of the thesis 47 4.4.1 Implications for the teaching and learning of cohesive devices in English texts in general and reading texts in particular 47 4.4.2 Some suggested solutions to improve high school students’ capabilities in using cohesive devices in reading comprehension 49 4.5 Summary 51 vii Chapter 5: CONCLUSION 52 5.1 Recapitulation 52 5.2 Concluding remark 53 5.3 Limitations of the study 54 5.4 Suggestions for further studies 55 REFERENCES APPENDICES APPENDICES viii 5.4 Suggestions for further studies The study is attempted to bring out the cohesion of a discourse in a particular course book context and detailed analysis of cohesive devices in Tiếng Anh 10 reading texts Some common mistakes in using and translating cohesive devices are also found out The researcher hopes that this research could be as a source of information for other researchers who are interested in the theory of cohesion Furthermore, the researcher suggests that there should be another research about cohesion by using different source of date so that it would give a new input to the theory of cohesive devices Hence, there will still be some topics related to this problem left for further research Further studies conducted could focus on the followings:  Other discourse features of reading texts such as metaphor, logical cohesive devices, etc  Contrastive analysis of cohesive devices in English and Vietnamese reading texts  Analysis of cohesive devices in conversations in Getting Started in high school course books  The use of cohesive devices in writing lesson Due to the limited time, the framework of an M.A thesis as well as the limited knowledge of the author, mistakes are inevitable Constructive comments from those who are concerned, therefore, would be highly appreciated 55 REFERENCES a) Books Bill Gillham, (2000) Case Study Research Methods Bloomsbury Academic Brown, G and Yule, G, (1983) Discourse Analysis Cambridge, OUP Brown, G and Yule, G, (1983) Teaching Spoken Language Cambridge University Press, Cambridge Cook, G, (1990) Discourse Oxford, OUP Cook, V, (1993) Linguistics and Second Language Acquisition Macmillan Coulthard, M, (1977) An introduction to discourse Analysis Longman Group Ltd Coulthard, M, (1997) An Introduction to Discourse Analysis London, Longman Crystal, D, (1992) Introduction to Linguistics London, Penguin De Beaugrande, R & W U Dressler, (1981) Introduction to Text Linguistics London, Longman 10 De Beaugrande, R, (1980) Text, Discourse and Process London, Longman 11 Đỗ Hữu Châu, (2003) Đại cương Ngôn Ngữ học Tập 2- Ngữ dụng học Nhà xuất Giáo dục, Hà Nội 12 Evelyn Hatch, (1992) Discourse and Language education Cambridge University Press 13 Gee, James Paul, (1999) An Introduction to Discourse Analysis London, Routledge 14 Halliday, M.A.K and Hasan, R, (1976) Cohesion in English Longman 15 Halliday, M.A.K, (1994) An Introduction to Functional Grammar Oxford University Press Inc 16 Hatim, B and Mason, I, (1990) Discourse and the Translator London, Longman 15 Hồ Ngọc Trung, (2013) Lectures on Discourse Analysis Education Publisher, Vietnam 16 Hồ Ngọc Trung (2012) Phép tiếng Anh (trong liên hệ với tiếng Việt) Nhà xuất Khoa học xã hội, Hà nội 17 Ian MacKenzie, (2002) English for Business Studies Cambridge University Press, UK 18 Jain, M P, (1974) Error Analysis: Source, Cause and Significance Longman 56 19 James Paul Gee, (1999) An introduction to discourse analysis: theory and method London, New York, Boutledge 20 Michael McCarthy, (1993) Discourse Analysis for Language Teachers Cambridge University Press 21 Mona Baker, (1992) In other words: a coursebook on Translation Routledge Taylor & Francis Group, London and New York 22 Nguyen Hoa, (2000) An introduction to Discourse Analysis Vietnam National University Press, Hanoi 23 Nguyễn Thiện Giáp, (2000) Dụng học Việt ngữ Nhà XB ĐHQGHN, Hà Nội 24 Nunan, D, (1993) Introducing Discourse Analysis London, Penguin 25 Raphael Salkie (1995) Text and Discourse Analysis London, New York Boutledge 26 Renkema, J, (1993) Discourse Studies: An Introductory Textbook John Benjamins 27 Renkema, J, (2004) Introduction to discourse studies John Benjamins Publishing 28 Schiffrin, D, (1994) Approaches to Discourse Oxford University Press 29 Telemans, G, (2001) Discourse analysis Unpublished, Hanoi, HNU, College 30 31 32 33 34 of Foreign Languages Trần Ngọc Thêm (1985) Hệ thống liên kết văn tiếng Việt, NXB Khoa học xã hội, Hà Nội Widdowson, H G, (1979) Explorations in Applied Linguistics Oxford, Oxford University Press Widdowson, H G, (1984) Explorations in Applied Linguistics Oxford, Oxford University Press Wisker, G, (2001) The Postgraduate Research Handbook Cambridge University Press, Cambridge Yule, G, (1996) The Study of Language Oxford, Oxford University Press b) Essays in Journals: Abdel Hamid Ahmed, (2010) Students’ Problems with Cohesion and Coherence in EFL Essay Writing in Egypt: Different Perspectives Literacy Information and Computer Education Journal (LICEJ), volume Johnson P, (1992) Cohesion and Coherence in compositions in Malay and English RELC J., 23(1): 1-17 57 Klassen, J, (1991) Using Student Errors for Teaching The English Teacher Forum, Vol XXIX No.1 Hind Tahseen Hameed, (2008) Cohesion in Texts: A Discourse Analysis of a News Article in a Magazine AL-Faith Journal No.37 Lalande II, J, (1992) Reduction composition errors: An experiment The Modern Language Journal Meisuo Z, (2000) Cohesive features in the expository writing of undergraduates in two Chinese universities RELC J., 52431(61) Trần Ngọc Thêm, (1981) Một cách hiểu tính liên kết văn Tạp chí ngơn ngữ, số 2, trang 42-52 Trần Ngọc Thêm, (1989) Văn việc nghiên cứu văn bản- Tiếng Việt Hà Nội c) Scientific Reports, Doctoral thesis Besma Azzouz (2009) A discourse analysis of grammatical cohesion in student’s writing A case study of second year students, Mentouri UniversityConstantine (Dissertation for the Master degree in Language Sciences) Andreea-Rosalia Olteanu (2012) Errors and Difficulties in translating reading texts Editura Sfantul Ieraph Nicolae Bui Thi Nhung (2007) Lexical cohesive devices in the Letter of Enquiry in English (Master’s thesis) Vietnam National University, College of Foreign Languages Cao Thi Huyen Nga (2012) Analysis of cohesive devices in the ESP textbook on accounting at University of Labor and Social Affairs (Master’s thesis) University of Language International Studies, Hanoi Crossley S, McNamara D (2010) Cohesion, coherence and Expert Evaluation of Writing Proficiency Conference proceedings at the 32nd Annual Conference of the Cognitive Science Society Nguyen Chi Trung (2010) A study on Lexical cohesion in Vietnamese and English advertisings (Master’s thesis) University of Language International Studies, Hanoi d) Textbooks Tiếng Anh 10 Vietnamese Education Publisher e) Sources from the internet 58 Josephine B Alarcon and Katrina Ninfa Morales (2011) Grammatical cohesion in students’ argumentative essay Journal of English and Literature Vol,2(5), pp.114-127 Available online http://www.academicjournals.org/ijel Functions of Cohesive Devices in Text Comprehension and Writing https://issuu.com/ijtsrd.com/docs/13_functions_of_cohesive_devices_in 59 APPENDICES APPENDIX Unit 1: Family life In many cultures, doing housework is considered a woman's duty The mother is usually the homemaker, who has to most of the household chores, while the father is the breadwinner, who is responsible for the family finances However, it is not good for the mother when the rest of the family does not help out When families share household chores, it is good for them as individuals and good for all the relationships within the family According to psychologists, most people not realise the enormous benefits that come to a family when husbands and children share the housework Children who share the housework with their mums and dads better at school, become more sociable, and have better relationships with their teachers and friends They learn good skills, are more responsible, and tend to be overall good people When men share the housework, they tend to have better relationships with their wives Women often feel happy when they see their husbands doing housework because it says, ‘He cares about me and he doesn't want to put all of the housework on me.’ Women whose husbands not contribute to the household chores are more vulnerable to illness and tend to think more about divorce When everyone works together on household chores, it creates a positive atmosphere for the family and sets a good example for the children This is especially true if mum and dad can find a way to work well together and are not critical of each other Unit 2: Your body and you Acupuncture is one of the oldest medical treatments in the world It originated in China more than 2,500 years ago The practice of acupuncture is rooted in the idea of promoting harmony between humans and the world around them and a balance between yin and yang Although there are unanswered questions, acupuncture appears to work Scientific studies offer evidence that it can ease pain and treat from simple to complicated ailments The technique of acupuncture involves placing hair-thin needles in various pressure points (called acupoints) throughout the body Stimulating these points is believed to promote the body’s natural healing capabilities and enhance its functions Originally, there were 365 acupoints, but this has increased to more than 2000 nowadays Acupuncture is considered to be very safe when enough precautions are taken The most common side effects with acupuncture are soreness, slight bleeding, or discomfort Some people may feel tired after a session Care is also needed so that inner body parts are not touched by the needles Despite its general safety, acupuncture isn’t for everyone People who have bleeding problems or are taking blood related medicine should not have the treatment It’s also not recommended for people who have electronic medical devices inside their bodies Today, a lot of people use acupuncture as a reliable alternative to modern medicine According to a U.S 2002 survey (the most reliable survey to date), an estimated 8.2 million American adults had tried acupuncture This number has been reported to be increasing steadily Unit 3: Music Idol is one of the most successful entertainment formats ever launched The first Idol, Pop Idol, began in 2001, and quickly became a worldwide phenomenon with local versions in many countries and territories Hundreds of millions of viewers worldwide have watched The Idol programme since it was first launched in the UK The show has been on the top ten rating lists of most countries Year after year, Idol remains a global smash hit Some Facts American Idol began in 2002 and quickly became the most popular entertainment series in America with viewers in the hundreds of millions Vietnam Idol is part of the Idol franchise created in the UK by Simon Fuller The first season of Vietnam Idol aired on May 23, 2007, and the fourth season aired on August 17, 2012 The Vietnam Idol process includes: auditions, semi-finals, and finals The final contestants perform live on stage to a television audience The contestants receiving the fewest viewers' votes are eliminated from the competition Unit 4: For a better community People volunteer for a number of different reasons One of the more obvious reasons why people volunteer is because they find something they are passionate about and want to something good for others People who volunteer in their community have a personal attachment to the area and want to make it a better place for themselves and for others Many people who volunteer think that they are very fortunate to live the way they and want to give something back to society as a way of balancing the scales Many people choose to volunteer because of the personal benefits that volunteering has on their character Indeed, a volunteer often says that the experience has made him or her a better person In most cases, volunteers also become more concerned and aware of the problems facing the world and many feel that they were ignorant or narrow-minded before Volunteer work is a great way to gain experience in a broad range of fields You can gain experience in education, social work, health care, marketing, and web design The opportunities are endless Volunteering is a great way to put in a little of your time and gain some valuable skills, whether professional or practical Volunteer work can often lead to a paying job Volunteers can try out a field to see if it suits them and also show that they are dedicated enough to work for free time in the hope that it may lead to a paid job English teaching is a great example of a volunteer job that often turns into a career Unit 5: Inventions People often use the natural world as inspiration for their inventions By observing animals and plants, they design new products to serve humans Here are some examples Animals can many things humans can not, like flying or staying underwater for a long time The aeroplane, with its wings and shape imitating those of a bird, is one of the greatest inventions in our history Thanks to it, people can travel long distances in the air This has helped to develop trade and tourism The submarine, which can travel underwater, imitates a dolphin's shape Submarines are very useful for scientists to learn about the undersea world Plants around us are also great sources of ideas for other wonderful inventions The self-cleaning glass window and the fabric used to make umbrellas are both inspired by the smooth leaves of a lotus plant, with their ability to wash away dirt in the rain Another product is Velcro This hook-and-loop fastener was invented after a Swiss engineer observed how the seeds of a plant clung to his clothing He then made two fabrics stick together thanks to the hooks on one surface and the loops on the other Since then, Velcro has gradually become a familiar fastener for shoes, jackets, and even spacesuits It is definitely true that nature has inspired numerous inventions and technologies Scientists and inventors have tried to imitate something in nature in an effort to create better, stronger, safer tools and devices for our everyday life Unit 6: Gender Equality As a young girl, Brenda Berkman always dreamt of becoming a firefighter, although she was aware of gender preference in favour of boys In 1977, she applied for a firefighter’s position at the New York City Fire Department (FDNY) Even though she was a marathon runner, she failed the physical test But Brenda didn’t give up She sued New York City and the FDNY for gender discrimination and won A new ‘fairer’ test was created, so she and 40 other women passed Brenda’s dream of becoming a firefighter came true However, she and other female firefighters became the targets of laughter and anger from the co-workers and local people They were unwelcomed at meals, faced loneliness and even violence There weren’t any limitations on women’s service at FDNY The women firefighters had to exactly the same jobs as their male workers To pursue a ‘man’s job’ Brenda Berkman and other women had to work very hard They paid a heavy price to win equality They were successful and even became the subjects of a documentary called Taking they Heat in 2006 Brenda Berkman’s story shows that gender differences cannot prevent a person from pursuing a job Success comes to those who have enough courage and will Unit 7: Cultural diversity Superstitions still play an important part of life for many people in Viet Nam For example, a lot of people choose a favourable date for occasions such as weddings, funerals, or house moving days Some people may argue that being superstitious has no place in today’s society However, superstitions have existed in all human societies throughout history As a country situated in Asia, where many mysteries, and legends originate, Viet Nam has also kept various superstitious beliefs about daily activities There are numerous rituals related to daily activities During the Vietnamese New Year, for example, many people believe that the first person who visits their home on the first day of the new year will affect their life Thus, they try to choose this person very carefully If this person is rich, prestigious or happy, then the family will have good fortune that year People also believe that if you sweep the floor during the first three days of the festival, you might sweep out any wealth For other things, such as setting out for an examination or starting up a business venture, people will try to avoid crossing the path of a woman as this may not bring good luck to them As for traditional beliefs, Vietnamese people strongly believe in life after death They think that their ancestors have gone to live in another world So, the altar is believed to be the place where the ancestors ‘souls live in That’s why on many days of the year, people not only lay the table for meals, but they also lay food on the altar so their ancestors will join them for the meal Unit 8: New ways to learn In the age of technology, you can take advantage of new applications which are very useful for learning English One way is to download free digital lessons and put them in your media player or other similar mobile devices Then you can listen and study anywhere because these devices are portable Many devices offer apps which use voice recognition technology This technology allows the use of speaking electronic dictionaries You can see words on the screen and hear them spoken Other devices may have word lists, exercises, tests and games There is also software that can help improve your pronunciation You can choose to practise with different native English speakers Some English learning software offers a choice of accents and genders of the speakers This software can be used with different kinds of media players Many electronic mobile devices can work as recorders or cameras They can be used to record real-life English speech, lessons, songs or English language films from television or the Internet This is also an excellent way to learn English because these recordings can be used again and again New technology opens new ways to learn Choose a device that suits your learning style This will make learning English easier, faster, more effective and more enjoyable Unit 9: Preserving the Environment Environmental pollution is one of the impacts of human activities on the Earth It is also one of the biggest problems of the world today because it brings about contamination, ecosystem, and the cause of some diseases that most people not know about There are four types of pollution, namely, air pollution, soil pollution, water pollution and noise pollution Most of the air pollution results from the burning of fossil fuels, motor vehicles, factories, aircraft and rockets This can cause acid rain which damages water, soil, and vegetation Air pollution also contributes to the greenhouse effect which can lead to a series of environmental problems such as global warming, polar ice melting, rise of sea levels and loss of land Soil pollution is a result of dumping plastic or other inorganic waste in the ground and the overuse of chemical fertilizers in agriculture The long-term effects of soil pollution are contaminated vegetation and the decrease of soil fertility Water pollution is a result of dumping pollutants such as detergents, pesticides, oil, and other chemicals in rivers, which makes the water unclean or contaminated Rubbish blockages in rivers can also cause pollution The effects of water pollution include the destruction of ecosystem of rivers, lakes and the pollution of groundwater, surface water and seawater Noise pollution is caused by loud and annoying sounds of motor vehicles, railway, aircraft and jet engines, factory machinery and musical instruments It can cause stress and psychological and health problems for humans such as increased heart rate and hearing damage Environmental pollution is becoming an increasingly serious problem or threat that needs to be taken care of as soon as possible, not only for the sake of the environment, but also for the people that live in it Unit 10: Ecotourism Marco, an environmentalist from Costa Rica: People travel a lot more nowadays Mass tourism has contributed to the destruction of the environment More and more hotels are built while forests and beaches are destroyed A lot of waste from hotels and vehicles is also discharged into the water and air I think ecotourism can help to solve this problem because is it sustainable and done for the purpose of enjoying nature Although relatively new, ecotourism is growing rapidly The money from ecotourism goes back to nature How does this happen? Local governments use the money for the preservation of their national parks, and the different species of fauna and flora found there Tour guides and travel brochures educate tourists about the protection of the environment Tourists enjoy the beauty of wildlife without harming it They stay with local family instead of hotels and get to know their culture and lifestyle Pablo, a farmer from Costa Rica: Costa Rica is one of the world's best ecotourism destinations We have beautiful beaches, thick rain forests, exciting volcanoes, and exotic wildlife The local government and tour guides tell us that ecotourism is good for us, but the fact is, I don't really know what it is But I know that when tourists come here, there are more jobs for us, and I can earn more However, there are bad things as well We have to change our way of life To entertain tourists, we have to change our usual foods to suit their tastes or adapt dances and traditions to suit their needs APPENDIX PHIẾU CÂU HỎI ĐIỀU TRA (SURVEY QUESTIONNAIRE) Bảng câu hỏi phục vụ đề tài tìm hiểu vấn đề nghiên cứu lỗi thường gặp học sinh trung học phổ thông việc sử dụng dịch phương tiện liên kết văn tiếng Anh Câu trả lời em cung cấp sở thực tiễn cho nghiên cứu Các sở liệu điều tra phục vụ cho việc nghiên cứu đề tài này, không mục đích khác Em trả lời câu hỏi cách đánh dấu (√) vào ô phù hợp: Về đối tượng nghiên cứu Em học sinh khối Khối 10 Giới tính Nam Em học tiếng Anh được: năm Em học tiếng Anh hệ: năm Khối 11 Khối 12 Nữ năm năm 10 năm Em học chương trình học kỳ: Học kỳ Học kỳ 2 Về nhận thức mơn học, giáo trình học Em hiểu phương tiện liên kết văn tiếng Anh là: Nhiều Bình thường Lý thuyết tập phương tiện liên kết SGK là: Nhiều Bình thường Các phương tiện liên kết văn tiết sau đây: Reading Language Looking back Về ý thức giáo viên học sinh vai trò phương tiện liên kết văn Tiếng Anh Khi dạy giáo viên có giới thiệu phương tiện liên kết vai trò chúng văn bản? Có khơng 10 Giáo viên có quan tâm đến việc hướng dẫn học sinh cách chuyển dịch sang tiếng Việt đại từ quy chiếu, đại từ thay thế, tượng tỉnh lược hay liên từ tiếng Anh khơng? Có khơng 11 Qua giảng giáo viên, em có nắm vững phương tiện liên kết khơng? Hiểu rõ Hiểu Khơng hiểu 12 Theo em, phương tiện liên kết ngữ pháp, loại khó hiểu nhất? Quy chiếu Thế tỉnh lược Nối 13 Em có ý đến liên kết từ vựng khơng? Có Ít Khơng 14 Đại từ định có vai trị sau đây? Xác định vật Tránh lặp lại Liên kết văn 15 Mạo từ the sử dụng: Trước vật có tính Trước danh từ nhắ đến lần 16 Từ one dùng để làm gì? Từ số đếm Đại từ người Để liên kết văn Thay danh từ 17 Từ same có cách sử dụng: So sánh giống Thay toàn cụm danh từ 18 Từ and biểu đạt mối quan hệ nào? Bổ trợ Tương phản thời gian Nguyên nhân Cả trường hợp 19 Từ it thường sử dụng để làm gì? Từ vật thay cho mệnh đề 20 Từ they dịch theo ý nghĩa nào? thay cho danh từ Họ Người vật nhắc đến từ trước 21 Từ this sử dụng để làm gì? Đại từ định Thay cho mệnh đề đứng trước Thay cho vật Thay cho người 22 Khi gặp tượng lặp từ hay sử dụng từ đồng nghĩa, em nghĩ: Đó tượng ngơn ngữ bình thường Đó phương tiện liên kết 23 Khi dịch văn em có ý dịch phương tiện liên kết khơng? Có Ít Khơng 24 Khi không hiểu nghĩa từ thuộc phương tiện liên kết bài, em sẽ: Bỏ qua Hỏi giáo viên Tra từ điển 25 Theo em, có cần thiết phải củng cố thêm kiến thức phương tiện liên kết không? Rất cần thiết Cần thiết Không cần thiết 26 Em có muốn cung cấp thêm nhiều dạng tập phương tiện liên kết không? Nhiều Vừa phải Không cần 27 Em thường sử dụng phương tiện liên kết văn tiết học nào? Reading Speaking Writing 28 Em thấy phương tiện liên kết văn xuất tiết học nhiều nhất? Reading Speaking Writing PHIẾU CÂU HỎI CHO GIÁO VIÊN Thầy/Cô hiểu phương tiện liên kết văn tiếng Anh là: Nhiều Bình thường Khi dạy Thầy/Cơ có giới thiệu phương tiện liên kết vai trị chúng văn khơng? Có khơng Thầy/Cơ có quan tâm đến việc hướng dẫn học sinh cách chuyển dịch sang tiếng Việt đại từ quy chiếu, đại từ thay thế, tượng tỉnh lược hay liên từ tiếng Anh khơng? Có khơng Thầy/Cơ có ý đến liên kết từ vựng dạy khơng? Có Ít Khơng Khi dạy đọc văn Thầy/cơ có ý dịch phương tiện liên kết khơng? Có Ít Khơng Thầy/Cô thường dạy phương tiện liên kết văn tiết học nào? Theo Thầy/Cô Lý thuyết tập phương tiện liên kết SGK là: Nhiều Bình thường XIN CHÂN THÀNH CẢM ƠN! ... sample texts and their origin 25 Table 4.1: Reference in reading texts 30 Table 4.2: Substitution in reading texts 31 Table 4.3: Ellipsis in reading texts 32 Table 4.4: Conjunctions in reading texts. .. Grammatical Cohesive devices in reading texts 34 Table 4.6: Frequency of Lexical cohesive devices in reading texts 36 Figure 4.1: The percentage of grammatical cohesive devices in reading texts 35... cohesive devices in Tiếng Anh 10 reading texts Hopefully, this thesis may provide an insight into the importance of cohesive devices in reading texts and help to improve students’ understanding