Duyệt theo bộ sưu tập Luận văn (Tất cả)
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Idioms containing words denoting of Human body parts in English and Vietnamese / Nguyễn Thị Trang; Supervisor: Dr. Luong Ba Phuong25-02-2025Our research is “Idioms containing words denoting of human body parts in English
and Vietnamese”.
The research delves into a comprehensive analysis of the syntactic and semantic
features of idioms in both English and Vietnamese that contain words denoting
human body parts. By exploring the underlying structures and meanings of these
idioms, the study aims to highlight how such linguistic expressions are constructed
and interpreted in each language. Moreover, it goes beyond mere comparison to
reveal the similarities and differences between English and Vietnamese idioms,
shedding light on the cultural and linguistic nuances that influence their usage.
In addition to this, the research also explores the practical implications of these idioms
for language teaching and learning. It seeks to provide valuable insights into how
these expressions can be effectively incorporated into language education.
The quantitative and qualitative approaches were used for the study. They are major
methods. Besides, data collection technique and data analysis technique are also used
for the study.
The study showed similarities and differences of syntactic and stylistic features of
English and Vietnamese idioms containing words denoting of human body parts.
Moreover, similarities and differences of semantic feature of English and Vietnamese
idioms containing words denoting of human body parts are shown in the study. The
findings shows value of idioms and their roles in human life.
The study is a good material to strengthen and enhance the knowledge of analysis of
meanings and structures of expressions in English with reference in Vietnamese for
the learners. The study helps learners and others perceive the beauty in our life, as
well as spiritual life. Moreover, the study is good material to helping students to
acquaint with and upgrade their English, as well as Vietnamese in term of implication
in expressions.
An analysis of conceptual metaphor in Taylor Swift's commencement speech at New York University graduation ceremony / Đặng Kiều Trinh; Supervisor: PhD. Pham Lan Anh25-02-2025This thesis provides a comprehensive analysis of the conceptual metaphors used in
Taylor Swift’s commencement speech at New York University in 2022, with a particular
focus on their cognitive, emotional, and rhetorical effects. Drawing on Conceptual
Metaphor Theory (CMT) proposed by Lakoff and Johnson, the study examines how
metaphors not only shape our understanding of abstract concepts but also serve as
powerful tools in persuasive communication. Specifically, this research identifies the
key conceptual metaphors present in Swift's speech, analyzes the mappings between
source and target domains, and assesses the role these metaphors play in enhancing the
emotional resonance and effectiveness of her message.
The first part of the research focuses on identifying the key conceptual metaphors in
Swift’s speech. Metaphors are a central feature of the speech, where Taylor Swift
skillfully employs a range of metaphorical expressions that help the graduates make
sense of their life experiences and the challenges ahead. Life is framed as a journey,
challenges as battles, and personal growth as the planting of seeds, with each metaphor
chosen to reflect the complexities of the graduates’ transitions into adulthood. By
mapping abstract concepts such as personal growth, perseverance, and purpose onto
more tangible experiences, Swift makes these intangible ideas accessible to her audience.
Next, the study analyzes the source-target mappings within these metaphors, exploring
how concrete, familiar domains (e.g., journeys, battles, plants) are used to represent more
abstract, less tangible concepts (e.g., life, challenges, growth). These mappings involve
the transfer of attributes from the source domain (such as movement in a journey or
struggle in a battle) to the target domain, facilitating a more vivid and relatable
understanding of complex ideas. For example, Swift’s metaphor of life as a journey
allows her to portray the unpredictable and often difficult nature of life’s course, while
the metaphor of planting seeds conveys the idea of gradual, nurturing growth that leads to success. This analysis also reveals how metaphors serve as cognitive shortcuts,
enabling listeners to process complex emotions and experiences more easily.
Furthermore, the study examines how these conceptual metaphors enhance the emotional
and persuasive effectiveness of Swift’s speech. Metaphors are not just cognitive tools
but emotional drivers. Through the metaphors, Swift evokes feelings of empowerment,
resilience, and hope, which resonate deeply with the graduates. The use of metaphor also
strengthens the connection between the speaker and the audience, fostering a shared
understanding of the challenges ahead. By invoking familiar metaphors, Swift is able to
tap into the graduates’ own experiences and aspirations, making her advice both
personally relevant and emotionally charged. This emotional engagement is crucial in
the context of a commencement speech, as it motivates the audience to face their futures
with confidence and determination.
The findings of this research contribute to the growing body of knowledge on metaphor
use in public speaking and rhetoric. By applying Conceptual Metaphor Theory to Taylor
Swift’s commencement speech, the thesis provides insights into how metaphors function
not only as linguistic devices but also as tools for shaping cognition, emotional
responses, and the overall persuasiveness of public discourse. The study also highlights
the potential of metaphors to connect audiences to abstract ideas and foster emotional
and cognitive alignment between speaker and listener.
Ultimately, this thesis underscores the power of metaphor in communication,
demonstrating how a well-chosen metaphor can simplify complex ideas, engage
emotions, and enhance the persuasiveness of a message. By analyzing Swift’s
metaphors, this research offers a deeper understanding of the cognitive and emotional
mechanisms underlying effective public speaking and the role of metaphors in shaping
audience responses.
Adversative transitions in the novel "The old man and the sea" by ernest hemmingway and the Vietnamese equivalents / Trần Thị Minh Hòa; Supervisor: Tran Thi Le Dung25-02-2025This thesis examines the use of adversative transitions in Ernest Hemingway’s “The old man and the Sea” and their Vietnamese equivalents, with a focus on understanding how these transitions are rendered in translation. The research addresses the challenges that learners and translators face when dealing with transitions in translation from English to Vietnamese, filling a gap in translation studies that explores how adversative transitions function across languages. By analyzing the works of Huy Phuong and Mac Do, two translators of Hemingway’s novel, the study aims to offer insights into the translation strategies employed for adversative transitions, highlighting the differences and consistencies between the two versions.
The study is grounded in the theoretical framework of Halliday and Hasan’s (1976) work on cohesion in English and Nguyen Hong Con’s (2005) translation methodology. A qualitative, quantitative, and descriptive approach was employed to gather and analyze the data, with a focus on identifying the frequency and types of adversative transitions used in the original English text and their corresponding Vietnamese translations. A total of 245 adversative transitions were identified in Hemingway’s novel. Huy Phuong translated 24 transitions using word-for-word translation, while Mac Do translated 59 transitions using omission and structural transformation techniques.
The findings of the research contribute to a better understanding of how adversative transitions can be translated between English and Vietnamese, providing useful insights for lecturers, students, and translators working with literary texts. The results are significant because they reveal how different translation strategies can impact the nuances and readability of the target text, and they offer practical applications for improving translation accuracy and cohesion in literary works. These insights can help learners and professionals alike navigate the complexities of translating transitions, particularly in the context of literary translation.
Syntactic and semantic features of "Break" with reference to their Vietnamese translation equivalences in "Harry Potter and the order of the phoenix" in the series Harry Potter / Đoàn Anh Tuấn; Supervisor: Assoc.Prof. Dr Phạm Hiển25-02-2025The goal of this study is to enhance teachers' and students' comprehension of verbs in
general and "break" in particular by examining the syntactic and semantic characteristics of
the word in relation to its Vietnamese translation equivalents in "Harry Potter and the Oder
of the Phoenix" from the Harry Potter series. Using componential and contrastive analysis,
this study was created as a descriptive inquiry. In an attempt to clarify the meanings of
those terms and identify their parallels and differences, the current study compares BREAK
with its Vietnamese translation equivalents from the Harry Potter books. The two main
approaches used in this thesis are thought to be contrastive analysis and description. The
internet, dictionaries, and "Harry Potter and the Oder of the Phoenix" from the Harry Potter
series served as the main data sources for the analysis. According to the study's findings,
the English verb "BREAK" has ten meanings when used as a noun and eighteen meanings
when used as a verb. Second, there are still some similarities and differences between
BREAK in Vietnamese and English. Finally, the consequences for teaching and learning
BREAK in particular, as well as the English language in general, should be communicated
to educators and English language learners. Therefore, the thesis addresses the
consequences for English teaching and learning in addition to translation.
Using bloom's taxonomy and spaced repetition to enhance English vocabulary for student's at an English center in Ha Noi / Trương Lê Minh Nguyệt; Supervisor: Le Phuong Thao, Ph.D25-02-2025The aim of this study is to investigate the efficacy of Spaced Repetition (SR)
and Bloom's taxonomy (BT) in improving vocabulary acquisition among seventh-
grade students at Hanoi Star English Center. Specifically, the study examines the
factors influencing the implementation of SR and BT for learning English Vocabulary
(EV) and gathers students' perspectives on its effectiveness. To achieve this goal, the
researcher employed a sequential explanatory approach integrating both quantitative
and qualitative methodologies. This approach involved initial quantitative data
collection through pre-tests, post-tests, short-term memory (STM) tests, and long-
term memory (LTM) tests. Subsequently, qualitative data was gathered through
interviews. Descriptive analysis was employed to interpret the results of both the tests
and interviews. The findings suggest that SR and BT have the potential to enhance
students' EV, as indicated by improvements in test scores and positive feedback from
interviews. Students reported that SR and BT helped them recall EV more effectively
and naturally, attributing this to the spacing effect inherent in SR and BT.
An action research project on enhancing the primary student's english speaking skills through watching youtube-based videos at an English center in Hanoi / Trần Thị Bích Ngọc; Supervisor: Assoc.Prof. Hoang Tuyet Minh25-02-2025This is an action research project on improving the primary students’ speaking skills
by using Youtube-based videos. The participants of the research were primary
students learning the English course named Explorer 2 at an English center in Hanoi.
This study aimed at improving the primary students’ engagements by using English
Youtube-based videos for teaching and learning and modifying students’
engagements in speaking sessions by using Youtube videos. The method used in this
research is a classroom action research in an English center in Hanoi. The research
was conducted applying Kemmis and McTaggart’s action research procedures:
planning, acting, observing, and reflecting. This research contained two cycles with
three meetings for each. The instruments of this research included a pretest, posttest
1, and posttest 2 to assess the students’ improvement in their speaking skills after
studying speaking skills through Youtube videos; a teacher’s journal to identify the
teacher's obstacles while implementing the action; The data was analyed through
assembling the data, coding the data, comparing the data, building interpretations and
reporting the outcomes. The results of the data indicate that (1) students can improve
their speaking skills by watching Youtube videos and (2) improve their engagement
and interest in the class. By the end, the research finds that the use of Youtube videos
by some techniques such as repetition, role-play or active viewing, freeze framing
and prediction could improve the student’s speaking skills. At the same time, students
were more confident to perform in front of the class. Moreover, several suggestions
were made for the further research of English language teaching and learning.
Teacher's perceptions towards teaching vocabulary using scramble words game at a Primary school in Hanoi / Trần Thị Thu Hương; Supervisor: Dr. Nguyen Thi Viet Nga25-02-2025This study examines the effectiveness of scramble word games as a pedagogical tool in teaching English as a second language (ESL), with a particular focus on their role in enhancing vocabulary acquisition. The research employs qualitative methods, drawing insights from interviews conducted with 20 English teachers instructing grade 1 and grade 2 students at Ha Noi Star School. These interviews explored the teachers' utilization of scramble word games in vocabulary instruction, investigating both their rationale and practical application. The findings highlight that the use of scramble word games significantly improved students' vocabulary retention and spelling accuracy. Additionally, the games were reported to boost student motivation and engagement, rendering the learning process more enjoyable and effective. Teachers observed heightened levels of participation and enthusiasm among students during lessons that integrated these games. Based on these insights, the study concludes with practical recommendations for educators, advocating for the inclusion of scramble word games as a complementary approach to traditional teaching methods. The findings underscore the potential of these games to create a dynamic and interactive learning environment. The study also suggests areas for further research, such as exploring the long-term impact of game-based learning on language proficiency and examining the effectiveness of digital versions of scramble word games in engaging students.
Using songs to enrich English vocabulary for 4th grade students at a school in Hanoi / Nghiêm Thị Khánh Linh; Supervisor: Dr. Nguyen Thi Viet Nga25-02-2025This study explores the effectiveness of using songs to enrich vocabulary acquisition among fourth-grade students in Thanh Liet Primary School. Vocabulary development is a crucial component of language learning, and traditional methods often fail to engage young learners fully. Music in the curriculum offers a dynamic and interactive approach that can enhance student motivation and retention. Through an experimental research design, this study examines the impact of song-based learning on vocabulary acquisition. Quantitative data were collected through pre-tests and post-tests to measure vocabulary gains with the participation of 80 students of the same level. In contrast, qualitative data were gathered from student interviews, and survey questionnaires to assess engagement and attitudes toward learning. The findings reveal that students who participated in the song-based program achieved significantly higher vocabulary gains compared to those taught through traditional methods. Additionally, students reported greater enjoyment and interest in their lessons. The study also highlights specific challenges encountered when using songs, alongside the effectiveness of applying songs in vocabulary tasks such as gap-filling, multiple-choice questions, and true/false exercises. These results underscore the potential of integrating songs into language instruction as a strategy to enhance vocabulary learning among primary school students. This approach not only fosters a more engaging learning environment but also lays the groundwork for further research and practical applications in educational contexts.
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