proposal thesis đề cương chi tiết

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proposal thesis đề cương chi tiết

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TRÂM ANH NHỚ LÀM THÊM BÌA NGOÀI RESEARCH PROPOSAL INTRODUCTION 1.1 Statement of the problem 1.1.1 Theoretical background The final purpose of learning and teaching a language in general and English in particular is that learner can communicate effectively In order to obtain a successful communication, we should take a careful consideration of every aspect of a language In fact, linguistic features are involved in syntax, semantics and pragmatics Besides, other basic factors such as phonology, lexicology, morphology are also important Therefore, degree words are like “small bricks” of the “language building” and they have their own colorful features Although many books and studies have mentioned English degree words, it remains a rather complicated and difficult aspect of language The questions of whether the contribution of these degree words is conceptual or procedural, and how they behave in the structure of the utterance realizing the speech acts of various discourse are still unsolved 1.1.2 Practical background As for many Vietnamese learners of English, especially students at upper secondary school, understanding the meaning and learning how to use degree words is not an easy task Most of their utterances produced in English tend to be bared statements without the modification of degree words or if their utterances are modified, there is likely the negative transfer due to the habit of using degree words in their mother tongue - Vietnamese In most cases, the words are used regardless of its particular context, and also, the use of degree words is restricted to one degree word - “very” 1.2 Aims and objectives of the study 1.2.1 Aims The aims of this study – the semantics of degree words in English vs the Vietnamese translational equivalents are: - To examine the semantic features of English degree words - To examine the semantic features of Vietnamese degree words - To find out the similarities and differences of degree words between the two languages - To help students of upper secondary schools understand more about degree words 1.2.2 Objectives The study is planned to: - Investigate the wide range of degree words in semantics - Discover the possible interferences that the Vietnamese students of English in upper secondary school may encounter in language transfer - Find out the possible solutions or remedy to use degree words successfully 1.3 Research questions: In order to reach the aims and objectives above, I try to answer these four research questions: - What are the semantics functions of degree words? - What are the similarities and differences of English and Vietnamese degree words? - What are the common mistakes that the Vietnamese students may often have in using degree words? 1.4 Scope of the study: The study examines the semantics of degree words under main categories: degree adverbs, degree adjectives, degree nouns and degree verbs 1.5 The significance of the study: When the thesis was completed, we hope to help Vietnamese learners of English ( especially students at upper secondary school ) get a better insight of the nature and the use of degree words in the two languages 1.6 Organization of the study: This study is designed with chapters Chapter presents the introduction In chapter 2, we mention literature and theoretical background Chapter is about the method and procedures of study Chapter presents our finding and discussion Chapter is our conclusion and implications for language learning and recommendation for further research LITERATURE REVIEW: There have been many linguistic books written about semantics in general so far Studies on the semantics of the degree words of such writers as Leech (1983) Lyons (1975) Palmer (1980) has supplied us with valuable information of semantics One of the most noticeable studies about degree words is Degree words by Bolinger in which classes of degree words were established In the book Ngữ pháp Tiếng Việt by Đinh Văn Đức (1986), he pointed out the degree meaning through the combination of adjectives with words referring to direction Le Thu Huyen (2001) made a research on “lexical intensifiers in English and Vienamese - A contrastive analysis Le Nguyen Kim Oanh (2003) examine the words in the class of amplifiers and intensifiers in terms of semantics and syntax 3 THE DESIGN – METHODS AND PROCEDURES 3.1 Research design: This is a descriptive and qualitative study executed with a contrastive analysis in which English is chosen as the source language and Vietnamese as target language 3.2 Data collection: 3.2.1 Sample: The samples are utterances containing degree words randomly picked out from the population of the utterances modified with degree words 3.2.2 Instruments: Two kinds of instrument will be used: - Survey with observation of the contexts where degree words are used - Questionnaires and interviews to illicit the information from the Vietnamese students as users of degree words in English 3.3 Data analysis: The data will be interpreted qualitatively and quantitatively For the qualitative information, the study will look into the semantic functions and pragmatic functions that the degree words may have in different contexts I will also look into their syntactic behaviours in different clause structures of utterances This will be made in referring to the particular discourse of lecture For the quantitative information, the study will count the occurrence of types of degree words in semantic categories, pragmatic functions in discourse of lecture 3.4 Procedures: The research paper will be conducted in two main phases: 1/ Phase 1: it aims to focus on semantic analysis of degree words under four main word classes: adjective, adverb, noun and verb 2/ Phase 2: The research is based on the information obtained from the questionnaires and interviews a The first stage is intended to survey students’ understanding about issues concerning the use of degree words b The second stage relates to the statistical figures obtained from the first step c The third stage is the comment of the qualitative and quantitative information and the generalization of the conclusions over the population under investigation TIME SCHEDUlE Work Time - Reading materials, collecting data and - From November/2008 to analysing data 31/March/ 2009 - First draft - From 01/April to 15/ May/2009 - Final draft PROPOSED OUTLINE - From 01/June to 30/ July/2009 Chapter 1: Introduction 1.1 Rationale 1.2 Aim and objectives 1.2.1 Aim 1.2.2 Objectives 1.3 Scope of the study 1.4 Research questions 1.5 Definitions of terms Chapter 2: Literature and Theoretical Background 2.1.Literature review 2.2.Theoretical knowledge 2.2.1 The syntax of degree expressions 2.2.1.1 Two classes of degree expressions 2.2.1.2 Attachment to non-adjectival projections 2.2.1.3 Omission of the adjective 2.2.1.4 Adjunction 2.2.1.5 Topicalization 2.2.2 The semantics of degree expressions 2.2.2.1 Degree expressions as existential quantifiers 2.2.2.2 Extraction Chapter 3: Method and Procedures NHO DIEN THEM CAC MUC VAO CHUONG NAY (GIONG PHAN METHOD AND PROCEDURE O TREN) Chapter 4: Findings 4.1 Degree adverbs in English conversation 4.1.1 Identifying the readings of adverb 4.1.2 The three readings of degree adverb 4.1.2.1 Truth attesting 4.1.2.2 Emphasizing 4.1.2.3 Degree reinforcing 4.1.3 Degree adverb in intonation 4.1.3.1 Truth attesting 4.1.3.2 Emphasizing 4.1.3.3 Degree reinforcing 4.2 Degree modifiers of adjectives in spoken English 4.2.1 Degree adjectives : with positive meaning 4.2.1.1 Higher on a scale 4.2.1.2 Lower on a scale 4.2.2 Degree adjectives : with negative meaning 4.2.2.1 Higher on a scale 4.2.2.2 Lower on a scale 4.3 Degree nouns 4.3.1 Degree and non-degree nouns with intensifying adjectives 4.3.2Collocations of lexical intensifiers with degree nouns 4.3.3 Degree nouns with such : extensibility 4.3.4 Non- degree nouns with such : extensibility 4.3.5 Intensification with preposition of 4.3.6 Hyberbole, boosters and diminishers 4.4 Degree verbs 4.4.1 Degree and nondegree verbs with respect to intensification 4.4.2.Extensibility in verb 4.4.3 Interpretation of degree and quality description 4.4.4 Degree verbs with some grammaticized intensifiers 4.5.Semantic features of degree words in Vietnamese 4.5.1 Grammaticized intensifiers 4.5.2 Ungrammaticized intensifiers 4.5.3 Similarities and differences between Vietnamese and English degree words 4.6 Surveys on semantic usage of students in upper secondary schools in Danang 4.7 Challenges for using degree words to language learners 4.8 A statement of unsolved problems Chapter Conclusion REFERRENCES In Vietnamese : Diệp Quang Ban (1996), Ngữ Pháp Tiếng Việt , Nxb Giáo dục, Hà Nội Đỗ Hữu Châu (1998), Cơ sở ngữ Nghĩa học từ vựng , Nxb Giáo dục , Hà Nội Nguyễn Đức Dân (1998) , Lôgic tiếng Việt , Nxb Giáo Dục, Hà Nội Đinh Văn Đức ( 1986) Ngữ Pháp Tiếng Việt (Từ loại), Nxb Đại Học Trung học Chuyên nghiệp, Hà Nội Nguyễn Kim Thản (1997), Nghiên Cứu Về Ngữ Pháp Tiếng Việt, Nxb Gi áo Dục Hà Nội In English: Backlund (1973), The Collocation of Adverbs of Degree in English, Upprela Bolinger, Dwight ( 1972), Degree Words, the Hangue Paris, Mouton Lorenz, Gunter R (1999), Adjective Intensification – Learners Versus Native Speakers, Amsterdam Rolf Herwig (1987), the Interrelation Between adverbs of Manner and Adverbs of Degree, NHA XUAT BAN??? 10 Stoffel, C (1901), Intensives and Downtoners, Carl Winter’s universitats Bunch Hand Lung, Heidelberg ... adverbs, degree adjectives, degree nouns and degree verbs 1.5 The significance of the study: When the thesis was completed, we hope to help Vietnamese learners of English ( especially students at upper

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