BÞ GIÁO DĀC VÀ ĐÀO T¾O TR¯âNG Đ¾I HàC QUÀN LÝ VÀ CÔNG NGHâ HÀI PHÒNG ------------------------------- KHÓA LUÀN TÞT NGHIâP NGÀNH : NGÔN NGþ ANH – NHÀT Sinh viên : NGÔ ĐĄC THUÀN GiÁng viên h°áng d¿n: TH.S NGUY¾N THÞ THU H¯¡NG HÀI PHÒNG – 2024 BÞ GIÁO DĀC VÀ ĐÀO T¾O TR¯âNG Đ¾I HàC QUÀN LÝ VÀ CÔNG NGHâ HÀI PHÒNG ----------------------------------- AN ERROR ANALYSIS ON THE USE OF COHESIVE DEVICES IN SECOND-YEAR ENGLISH MAJORS’ WRITINGS AT HAI PHONG MANAGEMENT AND TECHNOLOGY UNIVERSITY KHÓA LUÀN TÞT NGHIâP Đ¾I HàC Hâ CHÍNH QUY NGÀNH: NGÔN NGþ ANH - NHÀT Sinh viên: NGÔ ĐĄC THUÀN GiÁng viên h°áng d¿n: TH.S NGUYàN THÞ THU H¯¡NG HÀI PHÒNG – 2024 BÞ GIÁO DĀC VÀ ĐÀO T¾O TR¯âNG Đ¾I HàC QUÀN LÝ VÀ CÔNG NGHâ HÀI PHÒNG -------------------------------------- NHIâM VĀ ĐÀ TÀI TÞT NGHIâP Sinh viên: NGÔ ĐỨC THUÀN Mã SV: 1812752010 Lớp : NA2201N Ngành : NGÔN NGþ ANH - NHÀT Tên đề tài: An error analysis on the use of cohesive devices in second-year English majors’ writings at Hai Phong Management and Technology University NHIâM VĀ ĐÀ TÀI 1. Nßi dung và các yêu cầu cần giÁi quy¿t trong nhiãm vā đÁ tài tßt nghiãp &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&. Các tài liãu, sß liãu cần thi¿t &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&. Đßa đißm thực tÁp tßt nghiãp Công ty TNHH Phúc ThuÁn CÁN BÞ H¯àNG D¾N ĐÀ TÀI TÞT NGHIâP Há và tên : Nguyễn Thị Thu Hương Hác hàm, hác vß : C¢ quan công tác : Trường Đ¿i học Quản lý và Công nghệ Hải Phòng Nßi dung h°áng d¿n : An error analysis on the use of cohesive devices in second-year English majors’ writings at Hai Phong Management and Technology University Đề tài tốt nghiệp đưÿc giao ngày 27 tháng 10 năm 2023 Yêu cầu phải hoàn thành xong trước ngày 22 tháng 1 năm 2024 Đã nhÁn nhiệm vā ĐTTN Đã giao nhiệm vā ĐTTN Sinh viên Giảng viên hướng dẫn Hải Phòng, ngày tháng năm 2024 XÁC NHÀN CĂA KHOA CÞNG HÒA Xà HÞI CHĂ NGHĨA VIâT NAM Đßc lÁp - Tự do - H¿nh phúc PHI¾U NHÀN XÉT CĂA GIÀNG VIÊN H¯àNG D¾N TÞT NGHIâP Họ và tên giảng viên: Nguyán Thß Thu H°¢ng Đơn vị công tác: Khoa Ngo¿i ngÿ, Đ¿i học Quản lý Công nghệ Hải Phòng Họ và tên sinh viên: Ngô Đąc ThuÁn Chuyên ngành: Ngôn ngÿ Anh NhÁt Nßi dung hướng d¿n: An error analysis on the use of cohesive devices in second-year English majors’ writings at Hai Phong Management and Technology University 1.
Tinh thần thái đß căa sinh viên trong quá trình làm đÁ tài tßt nghiãp. Đánh giá chÃt l°ÿng căa đồ án/khóa luÁn (so vái nßi dung yêu cầu đã đÁ ra trong nhiãm vā Đ.N trên các mặt lý luÁn, thực tián, tính toán sß liãu…). Ý ki¿n căa giÁng viên h°áng d¿n tßt nghiãp Đưÿc bảo vệ Không đưÿc bảo vệ Điểm hướng d¿n Hải Phòng, ngày … tháng … năm. GiÁng viên h°áng d¿n (Ký và ghi rõ họ tên) CÞNG HÒA Xà HÞI CHĂ NGHĨA VIâT NAM Đßc lÁp - Tự do - H¿nh phúc PHI¾U NHÀN XÉT CĂA GIÀNG VIÊN CHÂM PHÀN BIâN Họ và tên giảng viên:.
Họ và tên sinh viên: Ngô Đức Thuận Chuyên ngành: Ngôn ngÿ Anh NhÁt Đề tài tốt nghiệp: An error analysis on the use of cohesive devices in second-year English majors’ writings at Hai Phong Management and Technology University 1. Phần nhÁn xét căa giáo viên chÃm phÁn biãn. Nhÿng mặt còn h¿n ch¿. Ý ki¿n căa giÁng viên chÃm phÁn biãn Đưÿc bảo vệ Không đưÿc bảo vệ Điểm hướng d¿n Hải Phòng, ngày … tháng … năm.
GiÁng viên h°áng d¿n (Ký và ghi rõ họ tên) ACKNOWLEDGEMENT First of all, I would like to send my sincere thanks to all my teachers at the Faculty of Foreign Languages, Hai Phong Management and Technology University who have handed me basic knowledge to complete this study. Secondly, I wish to express gratitude to my supervisor – Mrs. Nguyen Thi Thu Huong, the English teacher of Faculty of Foreign Language, who has always been willing to give me valuable advice and suggestions in order that I can complete this study successfully Thirdly, I am equally indebted to my classmates for their suggestions and encouragements in the process of my study. Last but not least, I would like to express my special thanks to my family members who gave me their love, care, support and encouragement so that I could accomplish my study.
Hai Phong, January 2024 Student Ngo Duc Thuan TABLE OF CONTENTS ACKNOWLEDGEMENT PART I: INTRODUCTION. Aims of the study. Scope of the study. Significance of the study.
Methods of the study. Design of the study. 3 PART II: DEVELOPMENT. 3 CHAPTER 1: LITERATURE REVIEW.
Theoretical background of academic writing. Definition of academic writing. The importance of academic writing. Common errors in academic writing.
Theoretical background of academic paragraph. Definition of an academic paragraph. Key features of a good academic paragraph. Academic paragraph organisation.
Cohesive devices in academic paragraphs. Sample and sampling. 18 CHAPTER 3: FINDINGS, DISCUSSION AND SUGGESTED SOLUTIONS. Findings and discussion.
Students’ opinions on errors on cohesive devices in writing English academic paragraphs. Error analysis on the use of cohesive devices in paragraphs. 30 PART III: CONCLUSION. Summary of findings.
Limitations and suggestions for further studies. Rationale English is the common language in the world. Learning English today is very important for all Vietnamese people, more and more people with the desire to approach the world trend are rushing to learn foreign languages, including English. This need to learn languages has brought about many positive changes in language teaching in Vietnam.
Literature teachers today want to search and test different methods and techniques in teaching and learning to find effective methods. The effectiveness of a teaching method or skill is shown in the learner's language learning ability, which is the ability to perform four language skills: reading, listening, writing and speaking. Among these skills, two skills, writing and speaking, are considered more difficult than the remaining skills because learners need to use language to convey their messages in an understandable and accurate way in real-life communication. When a message fails to be conveyed, language errors are most likely to be blamed.
It is natural for people who start learning foreign languages to make mistakes, especially when writing in English. How to find the right method and when to give feedback for these errors are very important in language teaching because it can lead to motivation or boredom in language learning. Some teachers' interest is directed towards comparative analysis of Vietnamese and English in the hope of predicting and preventing errors before they occur. This theory has been supported by Lado (1957).
Up to now, there has been few researches on the causes of errors in English writing among Vietnamese students in general, not HPU students. Therefore, the researcher has decided to conduct a study on error analysis in English majors’ paragraphs at HPU. It is hoped that the research results will be useful for English teachers to identify the types and causes of cohesive errors so as to find the better teaching methods as well as students to minimize their problems. Aims of the study This research is carried out to investigate the paragraphs written by second- year English – majors at Hai Phong University of Management and Technology.
The aims of this study are set out as follows: ✓ To examine the written paragraphs by the second- year English majored students, focusing on cohesive errors in their writing. ✓ To suggest solutions to help students minimize their problems. Research questions The study was carried out in order to find the answers to two research questions: 1. What are common cohesive errors in academic paragraphs written by second – year English – majored students? 2.
What are suggested solutions to help students avoid their cohesive errors? 1. Scope of the study The study focuses on finding out the most common cohesive errors made by the second-year English majors when they write academic paragraphs and it is limited only to some categories given by Hatch and Evelyn in 1992. Significance of the study So far, there have been many studies on many errors in teaching English. Some famous researchers such as Zamel (1983), Richard (1971) and Corder (1967) have emphasized the importance of errors in the theory and practice of foreign language teaching and learning.
According to Corder (1967), tracing the origin of errors is beneficial in many different ways. First, they help the language teacher know to what level the learner has progressed in the language, in what areas of language he needs help, and what kind of help he needs. Second, provide researchers with evidence in the language learning process; therefore, researchers will find out through errors the strategies applied in the acquisition of a language. In addition, errors can be good feedback so learners can know where they went wrong and make adjustments.
2 The study is significant for the following reasons: ✓ The result of the study will be benefit for English teachers to implement suitable strategies in teaching writing academic paragraphs. ✓ It will help students avoid common cohesive errors in paragraph writing and improve their language ability. Methods of the study In seeking answers to the research questions, survey questionnaire and interviews are chosen to obtain relevant information of the study. All remarks, considerations, and conclusions are made largely, based on the analysis of the statistic data collected though the questionnaire survey.
Some interviews are carried out as the supplementary to the survey questionnaire. Moreover, thirty paragrpahs written by the second-year English majors are collected for analyzing their cohesive errors. Design of the study My graduation includes four parts as following: Chapter I: Introduction is the introduction of my study including rationale, aims of the study, research question, scope of the study, methods of study, significance of the study and design of the study. Chapter II: Literature review supplies the readers with the theoretical background including the theory of academic writing skill, paragraph writing, and cohesive devices in academic paragraphs Chapter III: This chapter presents the methodology used in the study.
It describes subjects, instruments to carry out the research, the way to collect and analyze data. Chapter IV: The chapter provides analysis of data collected, shows findings and discussion Chapter V: Conclusion offers the summary of the findings and gives some suggestions for further studies. PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 3 1. Theoretical background of academic writing 1.
Definition of academic writing Academic writing is an in-depth form of writing of a specialized nature, and is often used in academic contexts, scientific research and specialized knowledge exchange. Strategic academic writing aims to arrive at information, opinions, or research results in a precise and logical manner. It is entering into a conversation with others, but the way this conversation is carried out differs from how everyday conversation unfolds. According to (Hussen, 2015) academic writing involves expressing ideas, but those ideas need to be presented as a response to some other person or group; and they also need to be carefully elaborated, well supported, logically sequenced, rigorously reasoned, and tightly stitched together.
There is more than one kind of academic writing. In academic settings, people write for many different purposes. They write reading responses, book reviews, argumentative essays, literature reviews, empirical research articles, grant proposals, conference abstracts, commentaries, memoranda, and many other text types. Each of these types of academic writing has its own purpose, organizational structure, and linguistic features.
Academic writing is also a means of producing, codifying, transmitting, evaluating, renovating, teaching, and learning knowledge and ideology in academic disciplines.