Nghiên cứu các phương tiện liên kết từ vựng
trong một số bài đọc của giáo trình "tiếng Anh
Quản trị kinh doanh" và gợi ý cho việc giảng
dạy tiếng Anh cho sinh viên năm thứ ba trường
Đại học Công đoàn

Phạm Phương Lan

Trường Đại học Ngoại ngữ
Luận văn ThS ngành: Ngôn ngữ Anh; Mã số: 60 22 15
Người hướng dẫn: Prof. Dr. Nguyễn Xuân Thơm
Năm bảo vệ: 2012

Abstract: This study concentrates on analyzing lexical cohesive devices to see how often
these devices appear in Business English course book. The taxonomy of cohesion
provided by Halliday and Hasan (1976) was adopted for description. The data for
examining were taken from six reading texts in the course book English for Business
Studies (EBS) (Ian MacKenzie, 2002). After the data collection, analysis and statistics
were implemented, the results of the study were compared within the text and between
texts of the same category. The results indicated that all types of lexical cohesive ties are
found in BE sample texts with different rates all contribute to the text cohesion; and of all
the cohesive devices, repetition is used most frequently. The findings of the study also
reveal some implications for teaching and learning BE in the context of TUU.

Keywords: Ngôn ngữ; Tiếng Anh; Từ vựng Content
Part A: INTRODUCTION
This part introduces the rationale, the scope, the aims, the research questions, the research
methodology and the design of the study.

In each section, the definition or explanation of the key terms is introduced.
1.1. Discourse and discourse analysis
1.1.1. Discourse
1.1. Discourse and discourse analysis
1.1.1. Discourse
1.1.2. Discourse and Text
1.1.3. Spoken and written discourse
1.1.4. Discourse Analysis
1.1.5. Discourse Context
1.1.5.1. Context
1.1.5.2. Context of situation
1.2. Cohesion and coherence
1.2.1. Cohesion
1.2.2. Coherence
1.2.3. Cohesion and coherence
1.3. Cohesive devices
1.3.1. Cohesive devices
1.3.2. Classification
1.3.2.1. Referential Cohesion
1.3.2.2. Substitution cohesion
1.3.2.3. Elliptical cohesion
1.3.2.4. Conjunctive cohesion
1.3.2.5. Lexical cohesion
1.3.2.5.1. Reiteration
1.3.2.5.2. Collocation

CHAPTER II: AN ANALYSIS OF LEXICAL COHESIVE DEVICES IN BE READING
TEXTS IN THE COURSE BOOK EBS
In this chapter, the collected data was analyzed and discussed, the findings of the study
also answer to the three research questioned raised in the Introduction part

Sample text 6: The business cycle
Unit 25: The business cycle
Data analysis methods
The examination of all cohesive ties appeared in the six texts is implemented in the following
steps:
Step 1: each type of cohesive devices is taken into consideration, in particular, the author
search for every lexical item related to the examined device in all the texts, then calculate them
and sum up.
Step 2: the absolute count of each category is then converted to the percentage for
comparison.
Step 3: the count and percentage of each type and sub-type of cohesive devices are
grouped in categories and according to the analytical purpose of the study.
2.2. Analysis of lexical cohesive devices in BE reading texts
In this section, collected data was analyzed and discussed, the findings of the study answer to the
three research questions raised in the Introduction part. Specifically, each type of lexical
cohesion is examined carefully to see how frequently they appear and why they are used in BE
texts, i.e. how these devices help students comprehend the texts.
2.2.1. Reiteration
2.2.1.1. Repetition
2.2.1.1.1. Simple repetition
2.2.1.1.2. Complex repetition
2.2.1.2. Synonyms and near synonyms
2.2.1.3. Antonymy
2.2.1.4. Superordinates
2.2.2. Collocation
2.2.3. Summary
Major findings will be summarized and some pedagogical implications will be presented in the
next part – CONCLUSION.

Part C: CONCLUSION

of the reading and writing activities in BE as follows:
 In exploiting collocation in BE reading and writing activities, teachers should set up
learning tasks such as:
- identify the possibility of the co-occur tendency of some certain words in BE
discourses,
- find the topic of the reading texts through the elicited sequence of related words,
- make use of collocations in reading text to write a passage which is cohesive and
coherent,
- summarize the paragraph or the whole text using given collocations,
- translate the passage into the source language.
It should be noted that during translating task students should be aware of collocations, in
particular, the meaning of a collocation should be taken into account instead of the
dictionary meaning of the individual words. This therefore dissuade them from word-by-
word translating or mistranslating.
For learners, collocation also helps them greatly in learning vocabulary. Particularly, new
vocabulary can be more easily remembered when it is learned in its context, i.e. in collocation
relations. As a result, new vocabulary can be recalled at any time and retained in learners for a
long time. In addition, learners should be encouraged to use dictionary of collocation especially
when they do writing and translating tasks. Hence, collocation helps enlarge the vocabulary of
students.
 In exploiting repetition device, teachers may ask students to elicit the most repeated items
in the whole text to guess the topic of it. This helps students greatly in interpreting the
text.

3. Limitations and Suggestions for further studies
Although the study has done, it is unavoidable that there are some limitations of the
research due to the limited scope, the time constraint and other objective factors. It is also
regrettable that small number of sample texts may not help create the most valid analytical
results.
Future researches can shed some light on:

18.Van, H. V. (2006) Introducing Discourse Analysis. Hanoi: Educational Publishing House