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    TIẾN SĨ Nghiên cứu khả năng sử dụng ngữ pháp và ngôn từ của sinh viên năm thứ 3 tại Đại học Thái Nguyên, từ đó chuẩn bị các bài tập bổ trợ

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  6. Nghiên cứu khả năng sử dụng ngữ pháp và ngôn từ của sinh viên năm thứ 3 tại Đại học Thái Nguyên, từ đó chuẩn bị các bài tập bổ trợ

    ENGLISH LANGUAGE GRAMMATICAL COMPETENCE AND DISCOURSE COMPETENCE OF 3rd YEAR COLLEGE
    STUDENTS OF THAI NGUYEN UNIVERSITY:
    BASIS FOR INTERVENTION EXERCISES




    A Dissertation Proposal
    Presented to
    The Faculty of Graduate School
    Batangas State University
    Batangas City, Philippines




    In Partial Fulfillment
    Of the Requirements for the Degree
    Doctor of Philosophy
    Major in English




    By:
    NGUYEN THI HONG CHUYEN (JENNY)

    TABLE OF CONTENTS
    Page
    TITLE PAGE
    TABLE OF CONTENTS i
    LIST OF TABLES III
    CHAPTER
    I. THE PROBLEM 1
    Introduction 1
    Statement of the Problem 6
    Scope, Delimitation and Limitation of the Study 8
    Significance of the Study 9
    II. REVIEW OF LITERATURE 11
    Conceptual Literature 11
    Research Literature 38
    Synthesis 45
    Theoretical Framework 49
    Hypothesis 51
    Definition of Terms 52
    III. RESEARCH METHOD AND PROCEDURE 55
    Research Environment 55
    Research Design 60
    Subjects of the Study 60
    Data Gathering Instrument 62
    Data Gathering Procedure 64
    Statistical Treatment of Data 65
    IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 66
    V. SUMMARY, CONCLUSION, AND
    RECOMMENDATION 114
    Summary 114
    Conclusion 123
    Recommendations 124
    BIBLIOGRAPHY 125
    APPENDICES 132
    A. Letter of Requests 133
    B. Questionnaires 139
    C . Documentations 148
    CURRICULUM VITAE 154




    LIST OF TABLES

    Table Title Page
    1. Distribution of the Respondents of the Study 61
    2. Level of Grammatical Competence of Students in Parts of Speech 68
    3. Level of Grammatical Competence of Students in Morphology 69
    4. Level of Grammatical Competence of Students in Syntax 71
    5. Level of Grammatical Competence of Students in Vocabulary Meaning 72
    6. Level of Discourse Competence of Students in Cohesive Devices 75
    7. Level of Discourse Competence of Students in Transitional Phrases 76
    8. Level of Discourse Competence of Students in Coherence 78
    9. Level of Discourse Competence of Students in Connectors 79
    10 Level of Discourse Competence of Students in Choice of Words 81
    11. Validated Students’ Skills Employed in Teaching the Basic English Course 83
    12. Students’ Skills and their Frequency of Use 85
    13. Students’ Skills and their Degree of Importance 86
    14. Students’ Level of Grammatical and Discourse Competencies and their Performance as Assessed by English Teachers 88
    15. Bases in the Design of Integrative Learning Exercises on Morpho-Syntactic Competencies 91

    CHAPTER I
    THE PROBLEM

    Introduction
    In Vietnam, students are required to learn English through compulsory programs and as a requirement in school and universities and in most countries in the world. Many students take English course because of its utility value as lingua franca or a world language. Most of them fail to learn the language successfully. This situation also applies to students in other countries where learning a foreign language is also compulsory. Students enrolled in the English courses have either high dropped out rates or failed students at the end of the term. This situation is true to countries like the United States and Australia where students literally drop out in their foreign language studies, while in countries like China, Japan and Vietnam students either mentally withdraw or look for strategies that will help them to learn the English language.
    In the last decade, the use of English as the main foreign language taught and employed in communication with foreigners, has dramatically increased in Vietnam. According to the Ministry of Education, the number of off-shore students exceeds 60,000 in Vietnam nowadays and Vietnamese students who want to work and study abroad are increasing.
    However, English language teaching in Vietnam still utilizes the traditional teaching model where students are taught English just for passing examination purposes only and teachers just give lecture mainly to help students achieve this goal. The result is that students do not have the ability to communicate effectively with others in English. This is referred to as dumb English or deaf English in Vietnam. Obviously students’ overall skills are not enhanced, especially for students at the college and university level.
    In order to improve the situation based on need analysis, Vietnam Ministry of Education states that the aims of Vietnam English Language Teaching (ELT) at general educational level expressed in the new curriculum are that at the end of the upper secondary level, students will be able to use English as means of communication at a certain level of proficiency in four macro skills: listening, speaking, reading and writing and to be able to read materials at the same level of their textbook, using a dictionary, to have a mastery of basic English phonetics and grammar, to have acquire the minimum of around 2,500 vocabulary items of English; to attain a certain level of understanding of English and American cultures, to become aware of cross cultural differences in order to become better communicators, to better inform the world of the Vietnamese people, their history and culture and to take pride in Vietnam, its language and culture (MOET 2007).

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