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  • Ký hiệu PL/XG: NGU
    Nhan đề: AN INVESTIGATION INTO STUDENTS’ PERCEPTION OF USING AFFIXES FOR VOCABULARY LEARNING AT THE FACULTY OF ENGLISH, UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES, HUE UNIVERSITY :
DDC
Tác giả CN NGUYỄN, HỮU NHẬT TÂN
Tác giả TT Trường Đại học Ngoại ngữ - Đại học Huế
Nhan đề AN INVESTIGATION INTO STUDENTS’ PERCEPTION OF USING AFFIXES FOR VOCABULARY LEARNING AT THE FACULTY OF ENGLISH, UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES, HUE UNIVERSITY :NGHIÊN CỨU NHẬN THỨC CỦA SINH VIÊN KHOA TIẾNG ANH, TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC HUẾ VỀ VIỆC SỬ DỤNG PHỤ TỐ TIẾNG ANH TRONG HOẠT ĐỘNG HỌC TỪ VỰNG /NGUYỄN HỮU NHẬT TÂN, NGÔ LÊ HOÀNG PHƯƠNG
Thông tin xuất bản Huế,2023
Mô tả vật lý 105tr. ;28cm.
Tóm tắt The purpose of this study is to investigate students’ perception of using affixes for vocabulary learning at the Faculty of English, University of Foreign Languages and International Studies, Hue University (HUFLIS). Through the study, it explores students experience related to English affixes, the possible benefits that English affixes could bring about to the process of acquiring vocabulary, as well as the possible difficulties that students might face during their use of English affixes in the vocabulary learning process. The research has been conducted on the total of 203 participants majoring in English language at the Faculty of English, University of Foreign Languages and International Studies, Hue University (HUFLIS), including all academic year’s students who are freshmen, sophomores, juniors and seniors. The research used a mix-method of quantitative and qualitative methods in order to collect data. For the quantitative data collection, 203 participants have been made to complete an online questionnaire related to the use of English affixes into their vocabulary learning process, from which shed the light to students’ benefits as well as difficulties of applying the method. Afterwards, all data collected from the questionnaire will be calculated using SPSS version 26.0 and analyzed. In the meantime, 12 students from different academic years will be randomly picked out based on some certain criteria in order to participate in the interviews. Data gathered from the interviews will be transcribed and sorted by themes so as to clarify the data calculated from the questionnaire. The results from this study show that the majority of HUFLIS English- majored students know what affixes are, and they also find affixes interesting and easy to understand. Furthermore, it has been shown that not only the vocabulary learning is beneficial from using affixes but language skills also gain improvement from using affixes. Lastly, the findings show that students did encounter some challenges during their use of affixes in studying vocabulary. Despite these difficulties, some strategies have been used by students in order to overcome the difficulties they encounter. v ACKNOWLEDGEMENTS First and foremost, I would like to express my deepest gratitude to my supervisor – Dr. Ngo Le Hoang Phuong, for her invaluable guidance at the beginning of the doing of this paper, on which I was still confused about the direction of my topic. Thanks to her guidance, I was greatly motivated and kept on doing this thesis. Moreover, I am truly deeply grateful for her unwavering support as well as incredibly insightful feedback throughout the entire process of writing this thesis. I was feeling unsure the at some point doing this paper as this is my first time writing an academic paper, and it was thanked to her feedbacks that I have gained an abundant of valuable experience from the mistakes I had made throughout the process. Without her expertise and encouragement, the accomplishment this thesis paper would not have been successfully completed on time. Furthermore, I am also incredibly grateful to all of the participants who took part in the questionnaire for their willingness to share their experiences and insights. Moreover, I would also want to show my appreciation towards the interviewees for spending their valuable time so as to take part in the interviews despite their busy schedules. Their contributions have been instrumental in shaping this study with absolutely valuable data and statistics, and I am incredibly grateful to their participation. Additionally, I would like to extend my heartfelt appreciation to my friends especially Dat and Mushy who provided me with endless encouragement, motivation, by sending memes, and support during the incredibly challenging and stressful times of writing this thesis. Their unwavering belief in me kept me going and I will always be grateful for their friendship.
Từ khóa tự do TA/PPGD/Phương pháp giảng dạy
Khoa Khoa Tiếng Anh_TA
Tác giả(bs) CN NGÔ, LÊ HOÀNG PHƯƠNG
Địa chỉ 100Kho Tiếng Anh(1): 000048446
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0023
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008230523s2023 vm eng
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039|a20241216145105|bhuongttt|c20230918102112|dhuongttt|y20230524154751|zthuytt
040 |aHUCFL
041 |aEng
082 |bNGU
100 |aNGUYỄN, HỮU NHẬT TÂN
110 |aTrường Đại học Ngoại ngữ - Đại học Huế
245 |aAN INVESTIGATION INTO STUDENTS’ PERCEPTION OF USING AFFIXES FOR VOCABULARY LEARNING AT THE FACULTY OF ENGLISH, UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES, HUE UNIVERSITY :|bNGHIÊN CỨU NHẬN THỨC CỦA SINH VIÊN KHOA TIẾNG ANH, TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC HUẾ VỀ VIỆC SỬ DỤNG PHỤ TỐ TIẾNG ANH TRONG HOẠT ĐỘNG HỌC TỪ VỰNG /|cNGUYỄN HỮU NHẬT TÂN, NGÔ LÊ HOÀNG PHƯƠNG
260 |aHuế,|c2023
300 |a105tr. ;|c28cm.
502 |aKhóa luận tốt nghiệp
520 |aThe purpose of this study is to investigate students’ perception of using affixes for vocabulary learning at the Faculty of English, University of Foreign Languages and International Studies, Hue University (HUFLIS). Through the study, it explores students experience related to English affixes, the possible benefits that English affixes could bring about to the process of acquiring vocabulary, as well as the possible difficulties that students might face during their use of English affixes in the vocabulary learning process. The research has been conducted on the total of 203 participants majoring in English language at the Faculty of English, University of Foreign Languages and International Studies, Hue University (HUFLIS), including all academic year’s students who are freshmen, sophomores, juniors and seniors. The research used a mix-method of quantitative and qualitative methods in order to collect data. For the quantitative data collection, 203 participants have been made to complete an online questionnaire related to the use of English affixes into their vocabulary learning process, from which shed the light to students’ benefits as well as difficulties of applying the method. Afterwards, all data collected from the questionnaire will be calculated using SPSS version 26.0 and analyzed. In the meantime, 12 students from different academic years will be randomly picked out based on some certain criteria in order to participate in the interviews. Data gathered from the interviews will be transcribed and sorted by themes so as to clarify the data calculated from the questionnaire. The results from this study show that the majority of HUFLIS English- majored students know what affixes are, and they also find affixes interesting and easy to understand. Furthermore, it has been shown that not only the vocabulary learning is beneficial from using affixes but language skills also gain improvement from using affixes. Lastly, the findings show that students did encounter some challenges during their use of affixes in studying vocabulary. Despite these difficulties, some strategies have been used by students in order to overcome the difficulties they encounter. v ACKNOWLEDGEMENTS First and foremost, I would like to express my deepest gratitude to my supervisor – Dr. Ngo Le Hoang Phuong, for her invaluable guidance at the beginning of the doing of this paper, on which I was still confused about the direction of my topic. Thanks to her guidance, I was greatly motivated and kept on doing this thesis. Moreover, I am truly deeply grateful for her unwavering support as well as incredibly insightful feedback throughout the entire process of writing this thesis. I was feeling unsure the at some point doing this paper as this is my first time writing an academic paper, and it was thanked to her feedbacks that I have gained an abundant of valuable experience from the mistakes I had made throughout the process. Without her expertise and encouragement, the accomplishment this thesis paper would not have been successfully completed on time. Furthermore, I am also incredibly grateful to all of the participants who took part in the questionnaire for their willingness to share their experiences and insights. Moreover, I would also want to show my appreciation towards the interviewees for spending their valuable time so as to take part in the interviews despite their busy schedules. Their contributions have been instrumental in shaping this study with absolutely valuable data and statistics, and I am incredibly grateful to their participation. Additionally, I would like to extend my heartfelt appreciation to my friends especially Dat and Mushy who provided me with endless encouragement, motivation, by sending memes, and support during the incredibly challenging and stressful times of writing this thesis. Their unwavering belief in me kept me going and I will always be grateful for their friendship.
653 |aTA/PPGD/Phương pháp giảng dạy
690|aKhoa Tiếng Anh_TA
692|apdf
693|apdf
700 |aNGÔ, LÊ HOÀNG PHƯƠNG|eSupervisor
852|a100|bKho Tiếng Anh|j(1): 000048446
890|a1|b0|c1|d60
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