An investigation into the language of appreciation in literature review of theses on language stu

THE UNIVERSITY OF DANANG UNIVERSITY OF FOREIGN LANGUAGE STUDIES LÊ THỊ HUYỀN KHANH AN INVESTIGATION INTO THE LANGUAGE OF APPRECIATION IN LITERATURE REVIEW OF THESES ON LANGUAGE STUDIES IN ENGLISH MASTER THESIS IN LINGUISTICS AND CULTURAL STUDIES OF FOREIGN COUNTRIES Da Nang, 2020 THE UNIVERSITY OF DANANG UNIVERSITY OF FOREIGN LANGUAGE STUDIES LÊ THỊ HUYỀN KHANH AN INVESTIGATION INTO THE LANGUAGE OF APPRECIATION IN LITERATURE REVIEW OF THESES ON LANGUAGE STUDIES IN ENGLISH Major: ENGLISH LINGUISTICS Code: 822.02.01 MASTER THESIS IN LINGUISTICS AND CULTURAL STUDIES OF FOREIGN COUNTRIES SUPERVISORS: HỒ SĨ THẮNG KIỆT, Ph.D TRẦN HỮU PHÚC, Assoc Prof Dr Da Nang, 2020 STATEMENT OF AUTHORSHIP Except where reference is made in the text of the thesis An Investigation into the Language of Appreciation in Literature Review of Theses on Language Studies in English, this thesis contains no material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person’s work has been used without due acknowledgements in the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Da Nang, 2020 Lê Thị Huyền Khanh ABSTRACT This thesis aims to explore the use of Appreciation through using linguistic expressions to show the writers/ authors' appreciative viewpoint in Literature review of theses written in English in the light of Appraisal theory The study focuses on Appreciation, one of the three subsystems of Attitude within the Appraisal framework The descriptive quantitative and qualitative study was conducted based on a descriptive framework of functional grammar and appraisal theory The data were extracted from literature review of master theses, written in English, in terms of linguistics and English language on websites 170 English samples showing the authors/ writers' viewpoint about prior studies such as noun phrases, verb phrases, adjective phrases, clauses and sentences were collected from the literature review of master theses The sampling was done with random manner so that every sample has the equal opportunity to occur in the data The data were chosen, analyzed and classified into two different categories in terms of syntactic and semantic features of Appreciation in the review of literature Syntactically, appreciation was examined in view of clause as message and nominal groups in the light of functional grammar Semantically, appreciation was analyzed in terms of appraisal theory Based on the result of data analysis, some implications and suggestions comprehending and using appreciation in showing writer's appreciative viewpoint were given to Vietnamese learners of English language and those who are interested in the Appraisal of literature review in theses TABLE OF CONTENTS LIST OF ABBREVIATIONS L1 First Language L2 Second Language SLSAS Second Language Speaking Anxiety Scale EFL FLCAS UWL English as a Foreign Language Foreign Language Classroom Anxiety Scale University Word List AWL Academic Word List IEP Intensive English Program R-I Reaction-Impact R-Q Reaction-Quality C-B C-C Composition-Balance Composition-Complexity LIST OF TABLES Number Name of Tables Page Table 2.1 Sub-types of Appreciation (Martin & White, 2005, p.57) Table 2.2 Types of Appreciation (Martin & White, 2005, p.56) 12 Metafunctions and their reflexes in the grammar (Halliday, Table 2.3 14 2004,p61) 11 LIST OF FIGURES Number Figure 2.1 Name of Figures An overview of appraisal resources (Martin & White, Page 2005, p.38) Figure 2.2 Figure 2.3 Figure 2.4 Types of Appreciation (Martin & White, 2005) Structure of the Theme - Rheme (Halliday, 2004, p.66) Experiential Structure of Part of a Nominal Group 10 15 16 (Halliday, 2004, p.312) Figure 4.1 Appreciation in Simple sentences with ‘It' 23 Figure 4.2 Appreciation in Simple sentences with ‘It' 23 Figure 4.3 Appreciation in Simple sentence 24 Figure 4.4 Appreciation in Simple sentence 25 Figure 4.5 Appreciation in Simple sentence 25 Figure 4.6 Appreciation in Simple sentences 25 Figure 4.7 Appreciation in Simple sentences 25 Figure 4.8 Appreciation in Simple sentence 25 Figure 4.9 Appreciation in Complex sentence 27 Figure 4.10 Appreciation in Complex sentence 28 Figure 4.11 Appreciation in Complex sentence 28 Figure 4.12 Appreciation in Complex sentence 28 Figure 4.13 Appreciation in Compound sentence 29 Figure 4.14 Figure 4.15 Appreciation in Compound sentence Appreciation in Compound sentence 29 Error! Bookmar k not defined Figure 4.16 Figure 4.17 Appreciation in Compound sentence Appreciation in Compound sentence 30 30 Figure 4.18 Appreciation in Compound-complex sentence Figure 4.19 Appreciation in Compound-complex sentence Figure 4.20 Figure 4.21 Appreciation in Compound-complex sentence Figure 4.26 Appreciation in experiential structure of Nominal Group: Deictic, Epithet, Classifier, Thing Figure 4.25 Appreciation in experiential structure of Nominal Group: Numerative, Epithet, Thing Figure 4.24 Appreciation in experiential structure of Nominal Group: Deictic, Epithet, Thing Figure 4.23 Appreciation in form of Nominal Group: Epithet, Thing Figure 4.22 Appreciation in experiential structure of Nominal Group: Deictic, Multi Epithet, Thing Appreciation in experiential structure of Nominal Group: Epithet as verb function 10 CHAPTER INTRODUCTION 1.1 RATIONALE It is generally agreed that language is an effective tool for human to transfer and get information with a word, a very simple sentence or a complete, grammatical form by different ways, written and spoken Through different using purposes, language is used as an instrument of thought or to conceptualize or represent the experiential or real world to ourselves, including the inner world of our consciousness The past decade has seen the evolution of a research paradigm of English language study development In addition, the quality and quantity of linguistic theses have increased significantly Especially, the importance of examining the appreciation of authors in Literature Review through using the authors' language expressions is considered They are sought in overview of other authors' linguistic researches While various studies have been previously conducted to study the aspects of Appraisal theory, most are examined how to use the theory effectively Besides, prior studies are found in the linguistic features of appreciation function of language towards subjects such as football commentaries, writings/ texts of learners of English, political discourses In other words, in this study, appreciation category is focused, under the Appraisal theory, in terms of evaluating language in theses in English Specifically, the role of appreciation in using linguistic expressions to show the author's appreciative viewpoint in Literature review of theses is emphasized obviously Appreciation construes our evaluations of ‘things' “Especially things we make and performances we give, but also including natural phenomena - what such things are worth (how we value them)” (Martin & White, 2005, p 56) Moreover, there are some gaps in previous studies which examined appreciation attitude of the authors in literature review of theses In fact, almost no (934) 59 (935) Bauer and Nation (1993) is the best attempt to date to address the variables that exist when trying to group morphologically related words together, at least in English (936) 60 (937) Suffice it to say that linguists agree the modeling such processes is not a simple endeavor (Klepousnoitotou, 2002), and that future vocabulary size tests will need to address this issue in greater depth (938) 61 (939) These multiword items cover a substantial portion of the (940) 62 (941) The percentages of coverage of these types of words found by English language Erman and Warren (2000) make them impossible to ignore as a serious factor in how corpus linguists count, instructors teach, and psychometricians test lexical items (942) 63 (943) It might be well be that there is a critical difference in the way (944) 64 (945) If such evidence were found, perhaps it would be better for (946) 65 proper nouns are learned future vocabulary lists based on word frequency to exclude such words as vocabulary items and instead to include them in grammar materials (947) The research discussed in this section has exposed several important considerations for the construct of word for vocabulary size (948) 66 testing (949) The creation and usage of well-designed corpora is essential for (950) 67 tests One of the many interesting findings of the COBUILD* project (951) the generation of quality word lists which are used in vocabulary size was that different forms of a word often behave in different ways, taking their own set of collocates and expressing different shades of meaning (Sinclair, 1991) (COBUILD: Collins Cobuild English (952) 68 Language Dictionary) (953) These six criteria are all important for generating frequency lists for language learners (954) (955) However, for vocabulary size tests, the requirements are slightly 69 different (956) (957) 70 (958) One criticism of the continued usage of the GSL and other lists in contemporary language teaching/testing is that they are based on corpora that are simply too old (Brezina & Gablasova, 2015; Gardner & Davies, 2014) (959) 71 (961) 72 (960) The process for creating the composite word list used for the VLT, PVLT, and CATSS was quite complex (962) Nation (1983; 1990) vaguely describes the process for how the lists were combined to create a single test (963) 73 (965) 74 (967) 75 (964) Some are outdated (as dated as 70 years old) (969) 76 (970) Davies (2008) goes on to make the very valid point that, indeed, (966) Some are too small (as few as two million tokens) (968) None of them used formal dispersion statistics to generate their respective word lists “no spoken corpus (even those created by linguists with tape records in the early 1990s) will be 100% authentic for real conversation - as long as people know that they're being recorded” because of the observer's paradox (971) 77 (972) Thus, in terms of being authentic spoken texts, while recorded conversations would probably yield better results, the texts for this corpus are still highly valid and, for the most part, accurately reflect contemporary spoken American English (973) 78 (974) Having both is meaningful because of the fundamental and paradigmatic differences between narrative and expository texts, especially in the type of vocabulary each macro-genre employs (975) 79 (Gardner, 2004; Grabe, 2002) (976) All-in-all, however, COCA is perhaps the most balanced and reliable monitor corpus of any variety of the English language (Davies, 2009; Davies, 2010) (977) (978) Because of research performed by Lyne (1986), Juilland's D is 80 regarded as one of the most reliable measures of lexical dispersion (979) (980) 81 (981) All-in-all, it is clear that COCA and its word list have several theoretically distinct advantages for usage in vocabulary size tests over corpora and lists used in previous tests (982) 82 (983) In fact, its usage is so widespread that one leading scholar in vocabulary assessment has called it the “nearest thing we have to a standard test in vocabulary” (Meara, 1996, p.38) (984) 83 (985) The article suggests that a larger sample size of words would be (986) 84 (987) The correlations are mostly moderate or high and are statistically (988) 85 (990) 86 more accurate in determining vocabulary size significant (989) Laufer (1999) is the only study that attempts to validate the PVLT (991) Beglar (2010) is the only other to evaluate the VST outside of the original study (992) 87 (993) In this article, Beglar performed a Rasch-based validation of the (994) 88 (995) While the test items fit the model fairly well, close observation (996) 89 the map (997) All-in-all, this analysis showed the VST to be a valid instrument (998) 90 (999) As mentioned above, Meara and Jones (1988) validated the test, which showed reasonable validation in a number of ways shows a mixture of items from different word frequency levels across but with some potential issues that could use further attention original test by showing moderate correlations with a placement test, and other researchers have confirmed the validity of the test by various other means as well (1000) (1001) Van Zeeland (2013) correlated the EVST with a test of oral 91 vocabulary size as a confirmatory study of Milton and Hopskins (2006) (1002) (1003) For all of the positive points researchers have written about the 92 EVST, there are some criticisms (1004) (1005) However, this formula turns out to be overly conservative in the 93 opposite direction (Huibregtse et al, 2002; Mochida and Harrington, (1006) 2006) (1007) T (1008) The Effect of Prompt Accent on Elicited Imitation hesis Assessments in (1009) English as a Second Language (1010) (1011) This was perhaps a reasonable assumption at the time, but the 94 curious results of their study suggest that accent familiarity should be more explicitly examined and measured (1012) (1013) Despite these two exceptions, however, the overwhelming 95 consensus from the other studies previously noted that, generally speaking, unfamiliar accents impair listening comprehension (1014) (1015) Clearly defining accent is a difficult task, however, as evidenced 96 by the number of studies that fail to so (e.g Clarke & Garrett, 2004; Gass & Varonis, 1984; Abeywickrama, 2013) (1016) (1017) A significant correlation between performance on the two tests 97 would suggest that they test the same thing (i.e memory), but this was not found (1018) (1019) As for the second question, Vinther (2002) provides a thorough 98 overview of the subject and points out that although EI directly measures utterances, those utterances could not be repeated without being understood (1020) (1021) It is a reasonable conclusion, then, that accent in EI audio 99 prompts may affect EI test results (1022) T (1023) The Influence of Online English Language Instruction on hesis ESL (1024) Learners' Fluency Development (1025) (1026) Vai and Sosulski (2011) outline necessary aspects of online 100 course design (1027) (1028) A clear difference between a traditional classroom and an online 101 classroom is the physical location (Vai & Sosulski, 2011) (1029) (1030) With technology aiding in the delivery and learning of content, it 102 is not surprising that language programs have also begun utilizing online instruction (1031) (1032) (1033) Empirical research investigating gains made by language 103 learners' through dedicated online language programs is still limited (1034) (1035) While there have been many studies investigating oral fluency, a 104 single definition for this term has not been established (1036) (1037) However, other researchers have argued that looking at longer 105 pauses might be a better measure of silent pauses as some pausing in speech is normal (1038) T (1039) Comparing the AWL and AVL in Textbooks from an hesis Intensive (1040) English Program (1041) (1042) Gardner (2013) calls vocabulary “the fuel of language”, and this 106 is especially true in academic settings where academic vocabulary is crucial for success (1043) (1044) Furthermore, academic vocabulary knowledge is a determining 107 factor in the success of students on entrance exam such as the ACT, SAT, GRE and GMAT (1045) (1046) One of the first extensive lists was the University Word List 108 (UWL) (Xue & Nation, 1984) (1047) (1048) A key aspect of Coxhead's corpus is the quantity of words 109 contained in it (1049) (1050) These data from the case studies demonstrated a significant 110 difference in coverage between the AVL (Academic Vocabulary List) and the AWL (Academic Word List) (1051) T (1052) Differences in the Motivations of Chinese Learners of hesis English in (1053) Different (Foreign or Second Language) Contexts (1054) (1055) The proposal of Dornyei's L2 Motivational Self System (2005) 111 was under the combined influence of theoretical advances in the L2 motivation research in the mainstream psychology (1056) (1057) (1058) One key issue with respect to Gardner's concept of 112 interativeness/integrative motivation stated by Dornyei and Ushioda (2011) was as follows (1059) (1060) Higgin's (1998) self-theory provided two key components, the 113 ideal L2 self and the ought-to L2 self, for the reconceptualization of Dornyei's L2 motivational self-system (1061) (1062) In the framework of L2 motivational self-system, the ideal L2 114 self plays an important role as a guidance on language learners' motivation, which means there should exist an observable gap between their current selfimage and the desired self-image (1063) (1064) Otherwise, it would be not necessary to put extra effort to reach 115 their desired L2 self (1065) (1066) Successful previous language learning experience will definitely 116 help language learners generate a positive L2 self-image (1067) (1068) At that time, the researchers did not know that their study would 117 grow into the largest L2 motivational study ever (1069) (1070) The findings from Taguchi, Magid and Papi's (2009) study 118 revealed that L2 motivation is not country-specific (1071) (1072) You & Dornyei (2016) conducted a large-scale stratified survey 119 about language learning motivation in China (1073) (1074) It aimed to present a balanced overview of the general level of 120 L2 motivation in China through the lens of the L2 Motivational Self System and to obtain a systematic and comprehensive overview of the motivational characteristics of learning English in China (1075) (1076) One of the most important findings of this study was the fact 121 that the motivational set-up of the world's largest L2-learning community (China) turned out to be broadly compatible with results obtained from other countries (1077) (1078) (1079) This finding presented a picture that is significantly different 122 from the widely held belief that Chinese learners are primarily instrumentally motivated (1080) T (1081) Investigating the effects of Rater's Second Language hesis Learning (1082) Background and Familiarity with Test-Taker's First Language on (1084) (1085) Although previous research on the issue of accent familiarity or 123 rater's L2 learning background as a potential source of bias has been conducted (Carey et el., 2011; Huang, 2013; Winke & Gass, 2013; Winke et al., 2012; Xi & Mollaun, 2009), there is no consensus among the researchers as to how rater familiarity with a test-takers' L1 actually affects The scores (1086) (1087) results showed that there were no significant effects of 124 accent familiarity or prior teaching experience (1088) (1089) It is worth mentioning that the first study mentioned above (by 125 Huang in 2013) used untrained raters, whereas the other two involved trained raters: Carey et al (2011) used professional IELTS raters, while the raters in the study by Winke et al (2012) received a standard ETS online training for new raters (1090) (1091) Evidently, it is unclear as to what circumstances and to what 126 extent rater's familiarity with test-takers L1/accent affects oral proficiency assessment results (1092) (1093) Previous studies on the effect of teaching experience on 127 speaking tests' rating have yielded mixed results (1094) (1095) Finally there is a body of research which suggests that there is 128 no significant difference in how lenient/severe teachers and nonteachers are (Huang, 2013) (1096) (1097) Huang's (2013) research provided valuable insights into how 129 untrained raters (with and without teaching experience and exposure to test takers' L1) treat Chinese accented speech (1098) (1099) (1100) There were also certain tendencies in regards to how different 130 groups rated (1101) T (1102) Preparing hesis Mathematical Non-Native English Speakers for the (1103) Vocabulary in the GRE and GMAT (1104) (1105) Bohlke (2013) states that “for a language learner to 131 communicate effectively, it is necessary to have a reasonable command of grammar and vocabulary” (p.123) I believe that this statement is axiomatic (1106) (1107) Studies on using paper cards versus digital cards have shown 132 different results (Lee, 2013 vs Nakata, 2011) (1108) T (1109) Taking the “Foreign” Out of the Foreign Language hesis Classroom (1110) Anxiety Scale (1111) (1112) Horwitz (2010) provides a nice summation of these studies and 133 their results (1113) (1114) An early attempt at capturing this data occurred through the use 134 of an anxiety scale created by Horwitz et al (1986) (1115) (1116) Despite the large gap in time from Young's 1991 research to that 135 done by Toth (2008), the research shows some similar causes of anxiety are being identified, especially with Toth's mention of instructional practices (1117) (1118) These factors appear to be worthy of further research to better 136 understand how the teacher and instructional context may influence anxiety that language learners are experiencing (1119) (1120) It is apparent from the research that the majority of studies 137 focused on language anxiety have centered on the foreign language context.Woodrow (2006) makes an important statement when saying (1121) (1122) 138 that “[a] distinction is made between learning English as a foreign language and learning English as a second language (1123) (1124) Both Woodrow (2006) and Effiong (2016) make it clear with 139 their comments that more research exploring ESL anxiety is needed (1125) (1126) (1127) A difficulty with Woodrow's study, however, was that it focused 140 on students at only one level of proficiency (1128) (1129) Another potential difficulty with her study is that she created her 141 own scale (1130) (1131) However, this was the only study that used the SLSAS and 142 though she says it was validated, her findings cannot yet be generalized to other groups because it appears to have only been used once (1132) (1133) A final difficulty with Woodrow's study was that the 143 overwhelming majority of students were from an Asian background (83.2%), therefore the lack of variety in students may indicate that the findings are specific to Asians but not representative of other L1 groups.As much of the previous research has dealt with EFL or other (1134) (1135) 144 similar settings, research into the ESL setting can add valuable insights regarding the usefulness of testing a validated scale such as the FLCAS within an English-speaking environment (1136) T (1137) Backward Transfer of Apology Strategies from Japanese to hesis English: Do English L1 Speakers Use Japanese-Style Apologies When Speaking English? (1138) (1139) A widely known paper written by Blum-Kulka and Olshtain 145 (1984) discusses a study they performed with other researchers in examining each language group (discussed below) using a crosscultural analysis of speech act realization patterns specifically targeting request and apologies (1140) T (1141) Cultural Differences in Russian and English Magazine hesis Advertising: (1142) A Pragmatic Approach (1143) (1144) While Hardin (2001) condensed Leech's framework from four 146 components into three, Simpson (2001) took a different approach altogether (1145) (1146) T (1147) Friendship and Language: How Kindergarteners Talk about hesis (1148) Making friends in a Two-way Immersion School (1149) (1150) This is especially true in contexts where one language is clearly 147 the language of power, like English is in the United States (Darder, 1991; Potowski, 2004) (1151) T (1152) ESL Students' Reading Behaviors on Multiple-choice Items hesis at (1153) Differing Proficiency Levels: An Eye-Tracking Study (1154) (1155) Bottom-up models have also been introduced into the reading 148 literature; perhaps one of the most influential models was presented by Gough (1972) (1156) (1157) These results may provide evidence to claim that the design of 149 the study was effective (responding after every test item rather waiting until the end of the test) (1158) (1159) Brunfaut and McCray (2015) reported similar results 150 (1160) (1161) He (Rayner) presented an exhaustive review of previous studies 151 that have used eye-tracking to investigate various reading tasks (Rayner, 1998) (1162) (1163) These studies (Harasym, Price, Brant, Violato, & Lordcheider, 152 1992; Yanagawa & Green, 2008) were similar in that both used the Oxford Bookworms Library Series published by oxford University Press as their reading materials (1164) (1165) Bax (2013) and Wang et al (2017) provided valuable 153 contributions to the understanding of reading behaviors while taking tests Second Language Semantic Retrieval in the Bilingual Mind: (1166) T (1167) hesis The (1168) Case of Korean-English Expert Bilinguals (1169) (1170) Many studies have shown L1-to-L2 priming shows greater 154 magnitude than L2-to-L1 priming (Krisner et al, 1984; Schwanenflugel & Rey, 1986; Frenck & Pynte, 1987; Chen & Ng, 1989; Keatly et al, 1994; Altarriba, 1990) (1171) (1172) (1173) It is worth that while English is an alphabetic language, it is the 155 most opaque language among all alphabetic languages because the sound-to- letter forms are very irregular in English (Grabe, 2009) (1174) (1175) Thierry and Wu's study (2007) and Guo, Misra, Tam, and Kroll's 156 (2012) (1176) EEG study provide key findings about intermediate-level L2 speaker'Thierry L1 reliance their L2 decoding; studies bilingual will be (1177) (1178) and Wuin (2007) suggested that both operational 157 speakers exhibit a significant L1 interference in an EEG task (1179) (1180) The research design (of Guo et al (2012)) was similar with 158 Thierry and Wu's study in that researchers recruited Chinese-English bilinguals and Adopted ERP measures (1181) T (1182) Investigating the Perception of Identity Shift in Trilingual hesis Speakers: (1183) A Case Study (1184) (1185) A great example would be Richard Rodriguez's autobiography 159 (1186) (1187) It is an interesting descriptor, but quite appropriate, for 160 chameleons are able to change their color according to their environment (1188) (1189) That will be an important indicator of how much of their identity 161 is being changed as the participants have immigrated to the U.S., and how much Russian they still use day to day (1190) (1191) In other studies, there are compelling arguments 162 (1192) (1193) This approach could have been a little more effective than the 163 previous one mentioned, but instead a new approach was chosen for the current study (1194) T (1195) Applying the Developmental Path of English Negation to the hesis (1196) Automated Scoring of Learner Essays (1197) (1198) This approach has strong ties to the theory of universal grammar 164 (UG) (1199) (1200) A final pitfall for studies looking into acquisition orders is the 165 occasional sparse representation of some structures in the data (1201) (1202) (1203) Despite these limitations, the descriptions from these early 166 provided rich insights into the theory of interlanguage (1204) (1205) This provides a more precise view of the examples deemed 167 acceptable by researchers to fit into this acquisition hierarchy (1206) (1207) Having these precise definitions also makes comparisons of rank 168 orders between studies more transparent (Dulay et al., 1982) (1208) (1209) Despite the criticisms, essay length remains an important feature 169 found in most AES systems (1210) (1211) Features related to detecting faithfulness to the prompt have 170 been experimented with and successfully implemented in AES systems like e-rater (Burstein et al., 2013) This can be costly and cumbersome as the system would need to be retrained on each individual prompt to perform a content vector analysis ĐẠI HỌC ĐÀ NĂNG TRƯỜNG (1212) ĐẠI HỌC NGOẠI NGỮ ’Sốí&ẾẲ /QĐ-ĐHNN CỌNG HỊA XÃ HỘI CHỦ NGHĨA VIỆT NAM (1213) Độc lập - Tự - Hạnh phúc (1214) Đà Năng, ngayAja tháng năm 20 ỉ (1215) QUYẾT ĐỊNH (1216)về việc giao đề tài trách nhiệm ngưòi hướng dẫn luận văn thạc sĩ (1217) HIỆU TRƯỞNG TRƯỜNG ĐẠI HỌC NGOẠI NGỮ (1218) Căn cú' Nghị định số 32/CP ngày 04 tháng năm 1994 cùa Chính phủ việc thành lập Đại học Đà Nằng; (1219) Căn Quyết định số 709/QĐ - TTg ngày 26 tháng năm 2002 Chính phủ việc thành lập Trường Đại học Ngoại Ngữ - Đại học Đà Nằng; (1220) Căn Thông tư số 08/2014/TT-BGDDT ngày 20 tháng năm 2014 Bộ trưởng Bộ Giáo dực Đào tạo việc ban hành Quy chế tổ chức hoạt động Đại học vùng CO’ sở giáo dục đại học thành viên; (1221) Căn Quy định nhiệm vụ, quyền hạn Đại học Đà Nang, sở giáo dục đại học thành viên đơn vị trực thuộc ban hành kèm theo Quyết định số 6950/QĐ-ĐHĐN ngày 01 tháng 12 năm 2014 Giám đốc Đại học Đà Nang; (1222) Căn Thông tư số 15/2014/TT-BGDĐT ngày 15 tháng năm 2014 Bộ trưởng Bộ Giáo dục Đào tạo việc ban hành Quy chế đào tạo trình độ thạc sĩ; (1223) Căn Quyết định số 975/QĐ-ĐHNN ngày 04 tháng 11 năm 2016 Hiệu trưởng Trường Đại học Ngoại ngữ -Đại học Đà Nang việc ban hành Quy định Đào tạo trình độ thạc sĩ; (1224) Căn Biên họp hội đồng bảo vệ đề cương chí tiết luận văn tốt nghiệp thạc sĩ chun ngành Ngơn ngữ Anh khóa 33; (1225) Theo đề nghị Trưởng phòng Phòng Đào tạo, (1226)QUYẾT ĐỊNH: (1227) Điều Giao cho học viên cao học Lê Thị Huyền Khanh, lóp K33.NNA.ĐN, chuyên ngành Ngôn ngữ Anh, thực đê tài luận văn “An investigation into the language of Appreciation in Literature review of theses on Language studies in English”, hướng dẫn TS Hồ Sĩ Thăng Kiệt, Trường Đại học Ngoại ngữ - Đại học Đà Năng (1228) Biều Học viên cao học người hướng dẫn có tên Điều hưởng quyền lợi thực nhiệm vụ theo Quy chế đào tạo trình độ thạc sĩ Bộ Giáó dục Đào tạo ban hành Quy định vê tạo trình độ thạc sĩ Trường Đại học Ngoại ngữ - Đại học Đà Nang (1229) Điều Thủ trưởng đơn vị hữu quan Trường Đại học Ngoại ngữ - Đại học Đà Nang, người hướng dân luận văn học viên có tên Điêu Quyết định thi hành./ (1230) - Nơi nhận: Hiệu trưởng (đế b/c); Như điều 3; Lưu: VT, P.ĐT (1231) ; ĐẠI HỌC ĐÀ NẴNG CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM TRƯỜNG ĐẠI HỌC NGOẠI NGỮ Độc (1232) lập - Tự - Hạnh phúc (1233) 10 năm 2018 SỐ>M9/QĐ-ĐHNN (1234) Đà Nằng, ngày c>3 tháng QUYẾT ĐỊNH (1235) Vê việc gia hạn thời gian học tập (1236) HIỆU TRƯỞNG TRƯỜNG ĐẠI HỌC NGOẠI NGỮ (1237) Căn Nghị định số 32/CP ngày 04 tháng năm 4994 Chính phủ việc thành lập Đại học Đà Nang; (1238) Căn Quyết định số 709/QĐ - TTg ngày 26 tháng năm 2002 Chính phủ việc thành lập Trường Đại học Ngoại Ngữ, tbuộc Đại học Đà Nang; (1239) Căn Thông tư số 08/2014/TT-BGDĐT ngày 20 tháng năm 2014 Bộ trưởng Bộ Giáo dục Đào tạo việc ban hành Quy chế tổ chức hoạt động Đại học vùng sở giáo dục đại học thành viên; • (1240) Căn Thông tư số 15/2014/TT-BGDĐT ngày 15 tháng năm 2014 Bộ trưởng Bộ Giáo dục Đào tạo việc ban hành Quy chế đào tạo trình độ thạc sĩ; (1241) Căn Quy định nhiệm vụ, quyền hạn Đại học Đà Nang, sở giáo dục đại học thành viên đơn vị trực thuộc ban hành kèm theo Quyết định số 6950/QĐ-ĐHĐN ngày 01 tháng 12 năm 2014 Giám đốc Đại học Đà Nang; (1242) Căn Quyết định số 975/QĐ-ĐHNN ngày 04 tháng 11 năm 2016 Hiệu trưởng Trường Đại học Ngoại ngữ - Đại học Đà Nang việc ban hành Quy định Đào tạo trình độ thạc sĩ; (1243) Căn vào đơn xin gia hạn thời gian học tập học viên Lê Thị Huyền Khanh ý kiến Ban chủ nhiệm khoa tiếng Anh ngày 21/9/2018; (1244) Xét đề nghị Trưởng Phòng Đào tạo, l (1245) QUYẾT ĐỊNH: (1246) Điều Nay đồng ý cho học viên: Lê Thị Huyền Khanh (1247) Sinh ngày: 07/5/1992, tại: Đà Nang (1248) Là học viên cao học lớp K33.NNA.ĐN, khóa tuyển sinh tháng 05/2016, chuyên ngành đào tạo: Ngơn ngữ Anh, Hệ: Chính quy giá hạn thò'i gian học tập 02 năm, kể từ ngày 09 tháng 10 năm 2018 đến ngày 09 tháng 10 năm 2020 (1249) Lý do: Vì lý cá nhân (1250) Điều Học viên có tên Điều gia hạn học tập không lần thời gian theo học (1251) Điều Thủ trưởng đơn vị liên quan Trường Đại học Ngoại ngữ - Đại học Đà Nang học viên có tên Điều Quyết định thi hành./ (1252)Nơi nhận: - Nhu' điều 3; Lưu: VT, P.ĐT ĐẠI HỌC ĐÀ NÂNG TRƯỜNG BẠI HỌC NGOAI NGỮ Số: ỔÍỚ/QĐ-ĐHNN (1253) CỘNG IIỊA XÃ HỘI CHỦ NGHĨA VIỆT NAM (1254) DỘC lập - Tự - Hạnh phúc Đà Nang, ngàycĩẠ tháng năm 2019 (1255)QUYẾT ĐỊNH (1256) việc bo sung nguôi hướng dẫn luận văn thạc sĩ (1257) HIỆU TRƯỞNG TRƯỜNG DẠI HỌC NGOẠI NGỮ (1258) Căn Nghị định số 32/CP ngày 04/4/994 Chính phủ việc thành lập Đại học Đà Nang; (1259) Căn cử Quyết định bố 709/QĐ - TTg ngày 26/8/2002 Chính phủ VC việcthành lập Trường Đại học Ngoại Ngữ - Đại học Đà Nang; (1260) : ■ Căn Thông tư so 08/2014/TT-BGDĐT ngày 20/3/2014 Bộ trưởng Bộ Giáo dục Đào tạo việc ban hành Quy chế tổ chức hoạt-động Đại học vùng co sỏ' giáo dục đại học thành viên; (1261) Căn Quy định nhiệm vụ, quyền hạn Đại học Đà Nang, CO' sỏ’ giáo dục dại học thành viên đơn vị trực thuộc ban hành kèm theo Quyết định số 6950/QĐĐITĐN ngày 01/12/2014 Giám đốc Đại học Đà Nang; (1262) Căn cư Thông tư số 15/2014/TT-BGDĐT ngày 15/5/2014 Bộ trưởng Bộ Giáo dục Đào tạo việc ban hành Quy chế đào tạo trình độ thạc sĩ; (1263) Căn Quyết định số 975/QĐ-ĐHNN ngày 04/11/2016 Hiệu trưởng Trường Đại học Ngoại ngữ -Đại học Đà Nằng việc ban hành Quy định Đào tạo trình độ thạc sĩ; (1264) Căn Quyết định số 262/QĐ-ĐI-ỊNN ngày 16/3/2018 Hiệu trưởng Trường Đại học Ngoại ngữ - Đại học Đà Nang việc giao đề tài trách nhiệm người hướng dẫn luận văn thạc sĩ cho học viên cao học Lỗ Thị Huyền Khảnh; (1265) Xót dề nghị Trưởng phòng Phòng Đào tạo, (1266) QTIVÉTDỊNH: (1267) Diều Bố sung người hướng dẫn luận văn thạc sĩ cho học viên cao học Lê Thị Huyền Khanh, lớp K33.NNA.ĐN, chuyên ngành Ngôn ngữ Anh thực dề tài luận văn “An investigation into the language of Appreciation in Literature review of theses on Language studies in English”, hướng dẫn TS Hồ Sĩ Thắng Kiệt; (1268) Người hướng dẫn bẳ sung: PGS TS Trần Hữu Phúc (1269) Diều Học viên cao học người hướng dẫn có tên Điều dược hưởng quyền lợi thực nhiệm vụ theo Quy che đào tạo trình độ thạc sĩ Bộ Giáo dục Đào tạo ban hành Quy định tạo trình dộ thạc sĩ Trường Đại học Ngoại ngữ - Đại học Đà Nang (1270) Diều Thủ trưởng đơn vị có liên quan Trường Đại học Ngoại ngữ - Đại học Đà Nang, người hướng dẫn luận văn học viên có tên ỏ’ Điều Quyết định thi hành./ (1271) No'i nhận: - KT HIẼU TRƯ ỞNG Hi ộ II trường (để b/c); Như diều 3; Lưu: VT, P.ĐT Văn Long .. .THE UNIVERSITY OF DANANG UNIVERSITY OF FOREIGN LANGUAGE STUDIES LÊ THỊ HUYỀN KHANH AN INVESTIGATION INTO THE LANGUAGE OF APPRECIATION IN LITERATURE REVIEW OF THESES ON LANGUAGE STUDIES IN. .. reference is made in the text of the thesis An Investigation into the Language of Appreciation in Literature Review of Theses on Language Studies in English, this thesis contains no material published... features of appreciation in literature review on Language Studies written in English It presents the results and discusses the findings of the investigation Chapterof 5 ,in Conclusions and conclusion