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  • Ký hiệu PL/XG: 418.0071 NGU
    Nhan đề: AN INVESTIGATION INTO THE PERCEPTIONS AND THE USE OF VERB-NOUN COLLOCATIONS IN ARGUMENTATIVE ESSAYS OF THIRD-YEAR ENGLISH - MAJORED STUDENTS AT THE UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY :
DDC 418.0071
Tác giả CN Nguyễn, Thị Vân Uyên
Tác giả TT Trường Đại học Ngoại ngữ - Đại học Huế
Nhan đề AN INVESTIGATION INTO THE PERCEPTIONS AND THE USE OF VERB-NOUN COLLOCATIONS IN ARGUMENTATIVE ESSAYS OF THIRD-YEAR ENGLISH - MAJORED STUDENTS AT THE UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY :NGHIÊN CỨU NHẬN THỨC VÀ VIỆC SỬ DỤNG KẾT HỢP ĐỘNG - DANH TỪ TRONG BÀI VĂN TRANH LUẬN CỦA SINH VIÊN NĂM BA CHUYÊN NGỮ TẠI ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC HUẾ /Nguyễn Thị Vân Uyên; Phạm Thị Nguyên Ái
Thông tin xuất bản Huế,2021
Mô tả vật lý 106tr. ;28cm.
Tóm tắt This study aimed to investigate the perceptions of third-year English-majored students at Hue University of Foreign Languages and their use of Verb-Noun collocations. This research also contributed to categorizing common types of collocation mistakes in their argumentative essays. To achieve those aforementioned purposes, both quantitative and qualitative research methods were adopted. The data sources included questionnaires, argumentative essays and semi-structured interviews. The data from the questionnaire were analyzed statistically, while the data from the argumentative essays and interviews were interpreted and integrated accordingly to give insights into the research issues. The results showed that all of the student participants had positive perceptions of the use of Verb-Noun collocations even though they had different levels of difficulty. Furthermore, the study discovered that the participants did not produce a very large number of Verb-Noun collocations in their argumentative essays and most of the verbs often produced were verbs with high frequencies. The findings also revealed that the percentage of incorrect Verb- Noun collocations produced was slightly high. In this study the most frequent type of mistakes was found to be “wrong choice of verb” and fairly frequent was the production of completely wrong combination and prepositional mistakes, followed by determiner mistakes. On the basis of the results of the current study, several pedagogical implications can be proposed for students, teachers and curriculum designers.
Từ khóa tự do TA/PPGD/Phương pháp giảng dạy
Tác giả(bs) CN Phạm, Thị Nguyên Ái
Địa chỉ 100Kho Luận án, luận văn(1): 000049529
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040 |aHUCFL
041 |aENG
082 |a418.0071|bNGU
100 |aNguyễn, Thị Vân Uyên
110 |aTrường Đại học Ngoại ngữ - Đại học Huế
245 |aAN INVESTIGATION INTO THE PERCEPTIONS AND THE USE OF VERB-NOUN COLLOCATIONS IN ARGUMENTATIVE ESSAYS OF THIRD-YEAR ENGLISH - MAJORED STUDENTS AT THE UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY :|bNGHIÊN CỨU NHẬN THỨC VÀ VIỆC SỬ DỤNG KẾT HỢP ĐỘNG - DANH TỪ TRONG BÀI VĂN TRANH LUẬN CỦA SINH VIÊN NĂM BA CHUYÊN NGỮ TẠI ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC HUẾ /|cNguyễn Thị Vân Uyên; Phạm Thị Nguyên Ái
260 |aHuế,|c2021
300 |a106tr. ;|c28cm.
502 |aMA thesis in theory and methodology of english language teaching
520|aThis study aimed to investigate the perceptions of third-year English-majored students at Hue University of Foreign Languages and their use of Verb-Noun collocations. This research also contributed to categorizing common types of collocation mistakes in their argumentative essays. To achieve those aforementioned purposes, both quantitative and qualitative research methods were adopted. The data sources included questionnaires, argumentative essays and semi-structured interviews. The data from the questionnaire were analyzed statistically, while the data from the argumentative essays and interviews were interpreted and integrated accordingly to give insights into the research issues. The results showed that all of the student participants had positive perceptions of the use of Verb-Noun collocations even though they had different levels of difficulty. Furthermore, the study discovered that the participants did not produce a very large number of Verb-Noun collocations in their argumentative essays and most of the verbs often produced were verbs with high frequencies. The findings also revealed that the percentage of incorrect Verb- Noun collocations produced was slightly high. In this study the most frequent type of mistakes was found to be “wrong choice of verb” and fairly frequent was the production of completely wrong combination and prepositional mistakes, followed by determiner mistakes. On the basis of the results of the current study, several pedagogical implications can be proposed for students, teachers and curriculum designers.
653 |aTA/PPGD/Phương pháp giảng dạy
691|a8140111
693|apdf
700 |aPhạm, Thị Nguyên Ái|eSupervisior
852|a100|bKho Luận án, luận văn|j(1): 000049529
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