Tác động của kỹ thuật làm nổi bật văn bản đối với sự phát triển kiến thức về hậu tố -s ở ngôi thứ ba số ít của người học tiếng Anh như một ngoại ngữ tại Việt Nam
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Từ khóa:
kỹ thuật làm nổi bật văn bản
hậu tố -s ngôi thứ ba số ít
người học tiếng Anh như một ngoại ngữ
kiến thức tiềm ẩn
kiến thức hiện hữu
Tóm tắt
Nghiên cứu này xem xét mức độ của kỹ thuật làm nổi bật văn bản (TE) thúc đẩy sự phát triển kiến thức tiềm ẩn và hiện hữu về hậu tố -s ngôi thứ ba số ít của 45 người Việt Nam học tiếng Anh như một ngoại ngữ (EFL). Sử dụng thiết kế bán thực nghiệm phương pháp hỗn hợp, nhóm thực nghiệm thực hiện các bài đọc có TE trong khi nhóm đối chứng thì không. Kiến thức tiềm ẩn và hiện hữu lần lượt được đánh giá thông qua bài kiểm tra tính đúng ngữ pháp có giới hạn giờ và bài dịch ngữ pháp không tính giờ. Kết quả cho thấy TE cải thiện đáng kể kiến thức hiện hữu nhưng không tạo ra sự khác biệt có ý nghĩa thống kê về kiến thức tiềm ẩn, trong khi nhóm đối chứng không có tiến bộ. Phỏng vấn sau can thiệp cho thấy TE giúp người học chú ý đến hình thái động từ mà không cản trở hiểu nội dung, dù mức độ chính xác còn khác nhau. Các hàm ý sư phạm cho dạy ngữ pháp trong bối cảnh EFL được thảo luận.
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Xuan, C. V. “Tác động của kỹ thuật làm nổi bật văn bản đối với sự phát triển kiến thức về hậu tố -S ở ngôi thứ Ba số ít của người học tiếng Anh Như một ngoại ngữ tại Việt Nam”. Tạp Chí Khoa học Và Công nghệ Đại học Đà Nẵng, vol 24, số p.h 5B, Tháng Năm 2026, tr 44-49, doi:10.31130/ud-jst.2026.24(5B).270.
