Bài Tự luận Môn Phương pháp luận nghiên cứu khoa học (EN05.045)

Bài tự luận Môn Phương pháp luận nghiên cứu khoa học (EN05.045), Nội dung của bài tự luận cung cấp cho sinh viên những hiểu biết những hiểu biết về phương pháp luận nghiên cứu khoa học, các dạng thức làm khoa học và vận dụng các phương pháp nghiên cứu khoa học và các dạng thức khoa học vào việc nghiên cứu, đặc biệt là trình bày các kết quả nghiên cứu khoa học theo đúng chuyên ngành ngôn ngữ học và viết bằng tiếng Anh.

BÀI KIỂM TRA TỰ LUẬN

Môn: Phương pháp luận nghiên cứu khoa học - EN05.045

Câu 1: Nêu các nội dung chính của một Đề cương nghiên

cứu khoa học (4 điểm)

Câu 2: Lấy ví dụ 01 đề tài nghiên cứu khoa học cụ thể, đúng

chuyên ngành Ngôn ngữ Anh để xây dựng một Đề cương nghiên cứu khoa học với đầy đủ các nội dung trên (6 điểm)

* Yêu cầu: - Bài làm bằng tiếng Anh.

- Bài viết nộp dưới dạng file word, sử dụng font Times New Roman.

BÀI LÀM

Question 1:

A scientific research proposal is a document that outlines the main content and steps of the research Scientific research outline is the document as the basis for approving and developing the topic

The logical structure of the thesis is carried out according to the order of implementation of the topic, which is determined based

on the logical sequence of the research However it can be very flexible For example, sometimes a researcher comes up with a research idea after having accumulated a very large amount of material In this case, the information comes before the idea emerges

In contrast, in many cases, the researcher is tasked with research prior to data collection Then the research idea comes before information is collected This is a very important feature of scientific research However, in any case, one can still determine (in a very preliminary way) the steps for the implementation of the topic During the implementation of the topic, the researcher can completely base on the specific situation to adjust

The scientific research proposal is developed for submission

to funding agencies and organizations for approval, as a basis for working with colleagues The outline should include the following points:

1 Title

The title of the topic must most concisely reflect the research content of the topic The name of a scientific topic is different from the name of a literary work or polemics The title of a literary work or an essay can carry profound metaphors As for the name of a scientific topic, it is only allowed to have one very philosophical meaning, one meaning, and it is not allowed to understand two or more meanings

2 Rationale

The reason for choosing the main topic is to present the research purpose In this stage the researcher seeks to answer the question “why is the topic being considered?” When explaining the reason, the researcher needs to clarify three contents

Briefly analyze the research history, and demonstrate that the research proposal does not repeat the results that previous

colleagues have published Clarifying the level of research of previous colleagues to show what the topic will inherit from colleagues

Explain the reasons for the author's choice in terms of theory, practice, urgency and research capacity

3 History of the study

Research history answers the question: Has anyone researched and what research has been done on this topic? Research history needs:

Brief analysis of the research history

Clarifying the level of research of previous colleagues to clarify what the topic will inherit from colleagues

Clarifying what areas are left open by colleagues, and demonstrating that the research proposal does not repeat the results published by previous colleagues

4 Aims & Objectives of the study

Research objectives: Present the intended work in the form

of an objective tree Based on the target tree to define specific research tasks The objective tree is very necessary in analyzing, concretizing the content and organizing the research

5 Sample of the study

The survey form answers the question: Where will I research? Which sample do I choose to survey?

To choose a survey sample, we must start from the research object to determine the survey object and from there determine the survey sample Those issues are as follows:

Research object:

Research object is a system of things that exist objectively

in relationships that the researcher needs to explore The object of research is the place that contains the questions that the researcher needs to find answers

Respondents:

Survey object is a sufficiently representative part of the research object selected by the researcher for consideration A researcher can never afford the time and money to survey the entire population Determining the survey object is the selection of a survey sample, which is a number of selected things in the class of things that need to be clarified by the researcher

Choose a survey template:

Sample, that is, the survey object is selected from the object Regardless of the field of research, the researcher must select a sample:

Select a survey site in the resource survey journey;

Select social groups to survey public opinion;

Select material samples for testing mechanical, physical and chemical properties in materials research;

Select some sample problems to study the solution method; Sampling has a decisive influence on the reliability of the research results and the cost of resources for the survey Sampling must ensure randomness, but must be representative, avoid sampling according to the subjective orientation of the researcher

6 Scope of the study

Research scope is a limited part of research related to the survey object and research content The scope of the study includes the spatial limitations of the survey object; limited time to conduct research and limit the size of content processed

7 Research questions

The scientific problem here is the research problem, answering the question: What questions do I have to answer in the research

When receiving a research assignment, the researcher must first consider what research problems need to be posed There can

be three situations:

Scenario 1: There is a research problem Thus, there will be

a need to answer the research problem, that is, there will be research activities

Scenario 2: No problem or no problem In this case, there is

no need to respond, that is, there is no research

Scenario 3: Thought there was a problem, but after looking

at it, there was no problem Call it the "pseudo-problem" Detecting

"fake problems" both leads to cost savings and avoids undesirable consequences for practical operations

8 Research hypothesis

The scientific thesis here is the research hypothesis

9 Methods

In order to find arguments and make them convincing, researchers must use certain methods The method here includes two types: the method of finding and proving the argument,

followed by the method of arranging the arguments to prove the scientific argument

Selection of arguments and methods of information collection are divided into groups: documentary research methods, non-empirical methods and experimental methods

10 Evidences

Argument is evidence presented to support a point Arguments are built from information obtained through reading, observation, interview, investigation, or experiment An argument answers the question: "Prove by what?", logically, an argument is a statement whose truth has been proven and is used as a premise to prove the point

Selection of arguments and methods of information collection are divided into groups: documentary research methods, non-empirical methods and experimental methods

Question 2:

1 Title

“A Study on using Visual Aids to teach Grammar the first-year students at Ha Noi Open University”.

2 Rationale

English has become an indispensable language in international communication as it is widely used in diplomacy, science, technology foreign trade, aviation and tourism It brings us chances to keep up with the development of the modern age Therefore, teaching and learning English, especially at university play a very important role in language acquisition However, the training quality is too low to meet demands of society It is partly because of the fact that the Grammar Translation Method that is still used widely at university Thus, it is necessary to apply new methods of teaching and learning to improve the situation

The English language is completely different from Vietnamese language system so students have a lot of difficulties in learning and using English in gereral and grammartical structures in particular Meanwhile, grammartical structures are basic units to build up sentences, paragraphs and essays How to make grammar lessons more interesting How can we motivate students? The answers lie on teaching methods and the ways we exploit teaching materials

Visual aids are widely accepted to be one of the most effective supplemental means of language teaching It makes language class more interesting and communicative If visual aids are made full use of, both teachers and students will benefit and results

will be unexpected Therefore, in this study, we would like to give some suggestions for using visual aids effectively The effort of this study is try to give some contribution to improve the quality of

teaching English at university by “A Study on using Visual Aids to

teach Grammar the first-year students at Ha Noi Open University”.

3 History of the study

Nowadays, in Vietnam, English is used more and more widely by both the young and the old Therefore, the teaching and learning of English have become more significant

In any languages, grammar is considered one of the most essential elements of language We can hardly comprehend the meaning exactly if we do not use grammar appropriately So poor knowledge of English grammar can effect both the learning and teaching of English

This thesis has been written with the intention of recording

my students’ and my own reflections on and reaction to the theme Visual Aids in Teaching and Learning Grammar during the course

To know about the useful of visual aids in teaching grammar, this

graduation paper limits itself to “A Study on using Visual Aids to teach Grammar the first-year students at Ha Noi Open University”.

Based on theoretical and practical findings, some kinds of visual aids and their use in teaching grammar will be introduced The study suggests one of the most effective and interesting ways in presenting, practicing and producing a grammatical structure

It is hoped that this study may be useful for those who are seeking the teaching methods, which are aimed at improving the current English learning and teaching

4 Aims & Objectives of the study

a Aims:

- To study the current visual techniques in teaching grammar

lessons

- To investigate the causes of difficulties that teachers are

facing with teaching grammar to the students with the help of visual aids, so teachers can both improve the advantages and limit the drawbacks of language visuals in teaching grammar lessons

- To introduce some common kinds of visual aids and their roles

in foreign

language teaching and learning

- To provide recommendations to the better process of

teaching grammar based on the data analysis Also, some sources of visual aids will be recommended to be exploited in order to help teachers teach grammar in the light of the Communicative Language Teaching approach

- To increase the effectiveness in teaching English grammar.

b Objectives:

The thesis is carried out to answer the following questions:

- What is grammar in English?

- What are visual aids ?

- What are the roles of visual aids in language teaching and

roles of it in teaching grammar?

- How to use visual aids suitably in teaching and learning

English grammar

5 Sample of the study

The first year student at Hanoi Open University

6 Scope of the study

In language teaching, Grammar may be taught in many ways such as: dialogues, text, translation and so on Within the scope of this study, we would like to focus on teaching grammar with visual aids

As time is limited, the survey is carried out on a small scale so the results may not wholly reflect the real situation of using visual aids in teaching grammar the first-year students at Ha Noi Open University

In this study, only applicable visual aids are mentioned as some visual aids like overhead project, flannel boards and magnet boards are not feasible in university

7 Research questions

The thesis is carried out to answer the following questions:

- What is grammar in English?

- What are visual aids ?

- How to use visual aids suitably in teaching and learning

English grammar

8 Research hypothesis

The quality of using visual aids in teaching first-year students at Hanoi Open University is still at an average level

If visual aids are made full use of, both teachers and

students will benefit and results will be unexpected.

9 Methods

In order to carry out this study, It is mainly based on the data and information collected from survey, observation and direct interview Besides, several books on language teaching, graduation papers of previous students are consulted with my supervisor for her constructive ideas and guidance

10 Evidences

Selection of arguments and methods of information collection are divided into groups: documentary research methods, non-empirical methods and experimental methods