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A study on English - Vietnamese liaison interpreting in HIV/AIDS programs of non - govermental organizations in Vietnam = Nghiên cứu về dịch nói giao tiếp Anh - Việt trong các dự án HIV/AIDS của Tổ chức Phi Chính phủ tại Việt Nam. M.A Thesis Linguistics: 60 22 15 /

Tác giả: Lê, Thị Thủy; Lê, Hùng Tiến [Supervisor].
Kiểu tài liệu: materialTypeLabelSáchXuất bản: H. : University of Foreign Languages and International Studies, 2009Mô tả vật lý: 46 p. + CD-ROM.Chủ đề: Kỹ năng nói | Phương pháp giảng dạy | Phiên dịch | Tiếng AnhGhi chú luận văn: M.A Thesis English Linguistics -- University of Foreign Languages and International Studies. Vietnam National University, Hanoi, 2009 Tóm tắt: Although the actual needs of English might vary among different multi-faculty universities, the applied process of questionnaire design, validation and data analysis can serve as a model or an example for other non-English majored students in HULIS or in other universities in Vietnam National University of Hanoi. Hopefully, the developed material would be a reference for both teachers and non-English majored students to use when teaching and learning the textbooks New Headway.Tóm tắt: In learning English, besides the main source of the textbook, selecting or developing supplementary materials has become so important. Although a considerable number of studies have concerned how to enhance reading and writing skills, there have been very few studies on designing supplementary materials for non-English majored students in our university, especially those on the integration of reading and writing. Thus the researcher feels a strong urge to do a research on the subject with the hope that the final product (supplementary reading and writing material) would benefit both teachers and non-English majored students in HULIS, VNU.Tóm tắt: In order to investigate non-English majored students’ learning needs including their attitudes towards the New Headway coursebooks, their preferences for the choice of topics and types of supplementary reading and writing exercises, the researcher conducted a survey. In this survey, 150 questionnaires were handed out randomly to non-English majored students and 10 to the teachers who are teaching English to non-English majored students to find out their beliefs of teaching reading and writing. The study revealed that the students were in need of supplementary reading and writing exercises. Also, the results of the study showed which types of exercises, which topics for reading texts and where to use this material. Based on the theoretical criteria and students’ preferences, a complete pack of supplementary exercises was provided.
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Tiếng Anh 428.3 Sẵn sàng A-L41/01747
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M.A Thesis English Linguistics -- University of Foreign Languages and International Studies. Vietnam National University, Hanoi, 2009

Although the actual needs of English might vary among different multi-faculty universities, the applied process of questionnaire design, validation and data analysis can serve as a model or an example for other non-English majored students in HULIS or in other universities in Vietnam National University of Hanoi. Hopefully, the developed material would be a reference for both teachers and non-English majored students to use when teaching and learning the textbooks New Headway.

In learning English, besides the main source of the textbook, selecting or developing supplementary materials has become so important. Although a considerable number of studies have concerned how to enhance reading and writing skills, there have been very few studies on designing supplementary materials for non-English majored students in our university, especially those on the integration of reading and writing. Thus the researcher feels a strong urge to do a research on the subject with the hope that the final product (supplementary reading and writing material) would benefit both teachers and non-English majored students in HULIS, VNU.

In order to investigate non-English majored students’ learning needs including their attitudes towards the New Headway coursebooks, their preferences for the choice of topics and types of supplementary reading and writing exercises, the researcher conducted a survey. In this survey, 150 questionnaires were handed out randomly to non-English majored students and 10 to the teachers who are teaching English to non-English majored students to find out their beliefs of teaching reading and writing. The study revealed that the students were in need of supplementary reading and writing exercises. Also, the results of the study showed which types of exercises, which topics for reading texts and where to use this material. Based on the theoretical criteria and students’ preferences, a complete pack of supplementary exercises was provided.

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