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Journal of Medicine and Pharmacy","Tạp chí Y Dược học Cần Thơ",{"EN":487,"VI":488},"\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">04\u002F10\u002F2015 Ministry of Information and Communications allowed Can Tho journal of medicine and pharmacy to operate (102 \u002FGP-BTTTT)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">07\u002F16\u002F2015 Can Tho journal of medicine and pharmacy is internationally recognized: ISSN 2354-1210\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">In 2016, The journal has been included in the list of medical science journals by The State Council for professorship which is awarded a work score of 0-0.5 points for a published article.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Can Tho Journal of Medicine and Pharmacy welcome original works that haven’t been submitted or published in other medical journals. Posts must contain content related to one of the journal’s categories.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">The content published\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">The journal is divided into 3 categories:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Scientific research article: are valuable scientific works, which have been researched and accepted.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Overview of medicine, biology and pharmacy: serving the objective of continuing training in the fields of medicine, biology and pharmacy; to systematize classical and modern knowledge.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Update information on new knowledge about medicine, biology, pharmacy in the country and in the world.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Scope\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Publication and introduction of scientific research in the fields:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">+ Medicine (internal medicine, surgery, pediatrics, obstetrics and gynecology, odonto-stomatology, laboratory, oncology, traditional medicine, nursing).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">+ Biology (genetics, biotechnology).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">+ Pharmacology (pharmaceutics, drug quality analysis-control, synthetic pharmaceutical chemistry, biochemistry, pharmacognosy, botany, clinical pharmacy).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- To enhance the quality of undergraduate, postgraduate education, scientifically researching and meet the necessary treatment in hospital.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Introducing the updated domestic and oversea information about science technology to promote scientific research and exchanging technology in local, other universities.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Exchanging pharmaceutical and medical information for social health developing in the Mekong Delta and Vietnam.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">The object\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Postgraduate students, student of Can Tho University of Medicine and Pharmacy, scientists from schools, research institutes, hospitals, health centers, pharmaceutical companies of the Mekong Delta; other provinces and regions in Vietnam and other country.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Address\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Headquarters of Can Tho Journal of Medicine and Pharmacy, located Scientific Research and International Cooperation Office: 179 Nguyen Van Cu Street, An Khanh Ward, Ninh Kieu District, Can Tho City, Vietnam.\u003C\u002Fspan>\u003C\u002Fp>","\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Ngày 16\u002F7\u002F2015, Tạp chí Y Dược học Cần Thơ được cấp chỉ số quốc tế: ISSN 2354-1210.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Từ tháng 4\u002F2016, Tạp chí đã được Hội đồng Giáo sư ngành Y đưa vào danh sách các tạp chí khoa học Y học được tính điểm công trình 0-0,5 điểm cho một bài báo đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Năm 2020 Tạp chí Y Dược học Cần Thơ đã được phê duyệt vào danh mục của các Hội đồng Giáo sư ngành Dược học được tính điểm công trình 0-0,5 điểm cho một bài báo đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ ra 12 số\u002Fnăm, 180-200 trang\u002Fsố.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Từ tháng 12\u002F2022 Tạp chí Y Dược học Cần Thơ là thành viên của hệ thống Crossref và từ tháng 01\u002F2023 tạp chí thực hiện bình duyệt online kín 2 chiều nhằm tăng tính minh bạch, tin cậy của các công trình nghiên cứu khoa học và đảm bảo tốt nhất chất lượng khoa học của bài viết.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tôn chỉ, mục đích và phạm vi của tạp chí\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tôn chỉ và mục đích hoạt động của tạp chí: xuất bản nhằm mục đích phổ biến kết quả từ các đề tài nghiên cứu khoa học; giao lưu trao đổi khoa học, chia sẻ kinh nghiệm, học tập, đồng thời cập nhật thông tin khoa học mới trong các lĩnh vực y, sinh, dược học trong và ngoài nước.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Phạm vi của tạp chí: Tạp chí xuất bản được chia thành 3 chuyên mục: (i) Bài báo nghiên cứu khoa học là kết quả công trình nghiên cứu khoa học có giá trị đã được triển khai nghiên cứu, (ii) Bài tổng quan y, sinh, dược học: phục vụ mục tiêu đào tạo liên tục trong lĩnh vực y, sinh, dược học; nhằm hệ thống hóa những kiến thức kinh điển và hiện đại; (iii) Thông tin cập nhật kiến thức mới về y, sinh, dược học trong nước và trên thế giới.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Chính sách truy cập mở\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ áp dụng chính sách truy cập mở đối với các bài báo đã xuất bản đến với độc giả, nhằm mở rộng cơ hội tiếp cận các kết quả nghiên cứu chất lượng cao và tăng cường trao đổi kiến thức. Tạp chí đăng tải trực tuyến (miễn phí) toàn văn các bài báo được công bố trên website của Tạp chí (https:\u002F\u002Ftapchi.ctump.edu.vn).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đạo đức xuất bản\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ cam kết tuân thủ đạo đức xuất bản phù hợp với các hướng dẫn và tiêu chuẩn của the Committee on Publication Ethics (COPE), tuân thủ các nguyên tắc của COPE’s Core Practices, Best Practices Guidelines for Journal Editors và Guidelines on Good Publication Practices.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Bản thảo bài báo chỉ được chấp nhận khi được tác giả chịu trách nhiệm chính cam kết các nội dung sau: Các nội dung của bản thảo chưa được đăng tải toàn bộ hoặc một phần ở các tạp chí khác; Tất cả các tác giả đều có đóng góp một cách đáng kể vào quá trình nghiên cứu hoặc chuẩn bị bản thảo và cùng chịu trách nhiệm về các nội dung của bản thảo; Tuân thủ các biện pháp đảm bảo đạo đức nghiên cứu (ví dụ thỏa thuận đồng ý tham gia nghiên cứu).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Cam kết bảo mật\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí cam kết thực hiện và tuân thủ các quy định của luật và các văn bản hướng dẫn liên quan đến bảo mật thông tin cá nhân trên không gian mạng. Các thông tin mà người dùng (tác giả, độc giả, biên tập viên, người phản biện) nhập vào các biểu mẫu trên Hệ thống Quản lý xuất bản trực tuyến của tạp chí chỉ được sử dụng vào các mục đích đã được tuyên bố rõ ràng và sẽ không được cung cấp cho bất kỳ bên thứ ba nào khác, hay dùng vào bất kỳ mục đích nào khác.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Phí gửi bài\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Lệ phí gửi đăng bài: 1.000.000đ\u002Fbài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Lệ phí gửi đăng nhanh: 1.500.000đ\u002Fbài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đối với tác giả là cán bộ viên chức thuộc Trường Đại học Y Dược Cần Thơ thì được hỗ trợ 50% lệ phí gửi đăng bài.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đối với sinh viên thực hiện đề tài nghiên cứu khoa học cấp trường được hỗ trợ 100% lệ phí đăng bài ( Tác giả gửi đính kèm “ Quyết định về việc giao tổ chức thực hiện đề tài nghiên cứu khoa học cấp Trường của sinh viên”).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Hình thức nộp lệ phí:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Tiền mặt:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Nộp trực tiếp tại Phòng Tài chính - Kế toán, Trường Đại học Y Dược Cần Thơ, số 179 Nguyễn Văn Cừ, P. An Khánh, Q. Ninh Kiều, thành phố Cần Thơ.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Chuyển khoản:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tên Tài khoản: Trường ĐHYD Cần Thơ, Số TK: 0111000115668, tại ngân hàng Vietcombank chi nhánh Cần Thơ.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Thời gian: Áp dụng từ ngày 01\u002F02\u002F2023.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">* Phí gửi bài không được hoàn trả khi bài viết bị từ chối hoặc tác giả xin rút bài viết.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Quy trình phản biện bài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ thực hiện quy trình phản biện kín hai chiều nghiêm ngặt. Danh tính của những người phản biện không được tiết lộ cho các tác giả và ngược lại. Quy trình thẩm định bài báo đăng gồm các bước sau:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tiếp nhận bản thảo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tác giả liên hệ gửi bản thảo đến Tạp chí qua hệ thống trực tuyến tại website: https:\u002F\u002Ftapchi.ctump.edu.vn. Hướng dẫn về cách đăng ký, gửi bài và chuẩn bị bản thảo được cung cấp trên website của Tạp chí.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Sàng lọc sơ bộ\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Sau khi Tòa soạn nhận được bài báo của tác giả, Ban Thư ký sẽ tiến hành kiểm tra sơ bộ bài báo (các yêu cầu về nội dung và hình thức). Những bài báo không đúng quy cách hoặc có nội dung không phù hợp hoặc vi phạm bản quyền sẽ bị từ chối (Ban Thư ký thông báo phản hồi đến tác giả trong vòng 1 tuần). Những bài báo đủ điều kiện, được Ban Thư ký tòa soạn chuyển đến Ban Biên tập có cùng chuyên môn với nội dung bài báo để đề xuất người phản biện. Thời gian kể từ khi Ban Biên tập nhận bài báo đến khi đề xuất người phản biện bài báo chậm nhất là 5 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Vòng phản biện\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Ban Thư ký gửi bài và yêu cầu phản biện đến 02 phản biện độc lập.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Các phản biện gởi nhận xét cho Ban Thư ký. Thời gian từ khi gửi bài cho phản biện đến khi nhận ý kiến của phản biện tối đa là 20 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Xử ký kết quả phản biện\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Nếu ý kiến đồng ý cho đăng và không cần chỉnh sửa, Ban Thư ký tiếp tục đăng bài theo qui trình.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Nếu ý kiến đồng ý đăng và cần chỉnh sửa, Ban Thư ký sẽ thông tin đến tác giả chỉnh sửa theo yêu cầu của người phản biện. Thời gian chỉnh sửa và gửi lại kéo dài không quá 2 tuần, từ khi tác giả bài báo nhận được thông tin (Quá trình này có thể lặp lại tối đa 2 lần\u002F1 bài báo). Khi có sự thống nhất, đồng ý của người phản biện; bài báo được tiếp tục đăng theo qui trình.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">3. Những bài báo có chất lượng không đạt yêu cầu, cả 2 phản biện không đồng ý cho đăng sẽ bị Tòa soạn từ chối đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Xuất bản\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Ban Thư ký tổng hợp các bản thảo đã được tác giả hoàn thiện sau thẩm định trình Ban Biên tập xem xét, Tổng Biên tập phê duyệt, quyết định bài đăng theo các tiêu chí: sự phù hợp nội dung với tôn chỉ và mục đích, thể loại bài viết (ưu tiên các bài có bài có nghiên cứu chuyên sâu, hàm lượng khoa học cao), đóng góp mới bài báo, bài báo được ưu tiên đăng trong số gần nhất của Tạp chí theo thứ tự: tính thời sự, chất lượng bài báo và thời gian gửi bài.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Ban Biên tập và Ban Thư ký biên tập bản thảo, chế bản, đọc rà soát lỗi. Thời gian hoàn thành từ 10-15 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">3. Ban Thư ký có trách nhiệm thông báo cho tác giả bài báo (bằng e-mail) về tình hình phê duyệt bài báo, thời gian, số kỳ, tập xuất bản bài báo theo qui định.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">4. Danh sách bài báo theo số Tạp chí được in ấn và phát hành trong năm định kỳ được công bố chính thức trên website: https:\u002F\u002Ftapchi.ctump.edu.vn\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>",{"VOID":490},"wcQ1uqwAAAAJ","2023-05-30T08:17:21.868+00:00",[],[494],{"id":495,"createTime":28,"updateTime":28,"relativeEntities":496,"slug":28,"properties":497,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":507,"parentIds":508,"statistic":28},"6413896b-eca9-442b-a73f-182a58a0ce40",[],{"title":498,"address":501,"country":504,"abbreviation":505},{"EN":499,"VI":500},"Can Tho University of Medicine and Pharmacy","Trường Đại học Y Dược Cần Thơ",{"EN":502,"VI":503},"No 179, Nguyen Van Cu street, An Khanh ward, Ninh Kieu district, Can Tho city, Vietnam","Số 179, đường Nguyễn Văn Cừ, phường An Khánh, quận Ninh Kiều, thành phố Cần Thơ, Việt Nam",{"VOID":15},{"VOID":506},"ctump","http:\u002F\u002Fwww.ctump.edu.vn\u002F",[],[],"https:\u002F\u002Ftapchi.ctump.edu.vn\u002Findex.php\u002Fctump",{"impactFactor":32,"impactFactorByYear":512,"i10Index":32,"i10IndexLast5Year":32,"totalPublication":514,"totalPublicationByYear":515,"totalCitation":520,"totalCitationByYear":521,"totalCitationPerPublication":108,"totalCitationPerPublicationByYear":523,"hindexLast5Year":45,"hindex":45},{"2022":513,"2023":111,"2024":106},0.01,1556,{"2020":47,"2021":516,"2022":517,"2023":518,"2024":519,"2025":122},57,306,801,358,161,{"2021":146,"2022":280,"2023":522},99,{"2021":524,"2022":318,"2023":104},0.23,{"impactFactor":28,"impactFactorByYear":28,"i10Index":123,"i10IndexLast5Year":123,"totalPublication":526,"totalPublicationByYear":527,"totalCitation":526,"totalCitationByYear":528,"totalCitationPerPublication":40,"totalCitationPerPublicationByYear":531,"hindexLast5Year":49,"hindex":49},476,{"0":205,"2019":123,"2021":139,"2022":459,"2023":451,"2024":357,"2025":49,"2026":48},{"2021":42,"2022":123,"2023":161,"2024":529,"2025":360,"2026":530},136,83,{"2021":105,"2022":513,"2023":532,"2024":127,"2025":533,"2026":534},0.62,25.43,13.83,{"id":536,"createTime":537,"updateTime":382,"relativeEntities":538,"slug":539,"properties":540,"entityType":25,"verifyStatus":26,"verifyTime":28,"verifyNote":28,"languages":552,"translateLanguages":28,"viewCount":133,"subjectFields":553,"manageAffiliations":554,"indexDatabases":555,"url":556,"thumbnailPath":557,"statistic":558,"gsStatistic":594,"type":55,"analyzePriority":28},"6984a56a-db70-403b-9cc4-4013e1ceaffa","2023-05-09T06:47:40.346+00:00",[],"T%E1%BA%A1p%20ch%C3%AD%20Nghi%C3%AAn%20c%E1%BB%A9u%20n%C6%B0%E1%BB%9Bc%20ngo%C3%A0i",{"country":541,"issn":542,"title":544,"introduce":547,"gsId":550},{"VOID":15},{"VOID":543},"25252445",{"EN":545,"VI":546},"VNU Journal of Foreign Studies","Tạp chí Nghiên cứu nước ngoài",{"EN":548,"VI":549},"{\"ops\":[{\"insert\":\"\\n\\nThe \\n\"},{\"attributes\":{\"italic\":true},\"insert\":\"VNU Journal of Science\"},{\"insert\":\"\\n was established in 1985 for the publication of national and international research papers in all fields of natural sciences and technology, social sciences and humanities. 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đồng thương mại là một loại văn bản pháp lý có tính kỹ thuật cao, trừu tượng và khách quan. Những đặc điểm này được xác định thông qua việc sử dụng các nguồn lực ngữ pháp cụ thể. Dưới góc nhìn của ngữ pháp chức năng hệ thống (SFG), ẩn dụ ý tưởng được xác định thông qua việc tái cấu trúc ẩn dụ của các kiểu quá trình nhằm tạo ra các chức năng diễn ngôn trong hợp đồng. Nghiên cứu này được thực hiện nhằm xác định, phân loại và giải thích ẩn dụ ý tưởng trong hợp đồng thương mại tiếng Anh thông qua việc phân tích chức năng của các kiểu quá trình nhằm diễn đạt tính pháp lý của các hợp đồng. Nghiên cứu được thực hiện trên ngữ liệu gồm có 20 hợp đồng thương mại tiếng Anh. Các hợp đồng này bao gồm nhiều loại hình khác nhau như: các thỏa thuận chuyển nhượng, dịch vụ quảng cáo, hợp tác kinh doanh, mua bán hàng hóa. Nghiên cứu sử dụng phương pháp kết hợp phân tích tần suất định lượng cùng với giải thích chức năng định tính của các kiểu quá trình xuất hiện trong hợp đồng thương mại tiếng Anh. Kết quả nghiên cứu cho thấy quá trình vật chất và quá trình quan hệ xuất hiện phổ biến hơn so với quá trình tinh thần, quá trình phát ngôn và quá trình tồn tại nhằm phản ánh các hành động, nghĩa vụ và trạng thái trong hợp đồng. Nghiên cứu cũng chỉ ra rằng quá trình hành vi không xuất hiện trong hợp đồng. Nghiên cứu cho thấy ẩn dụ ý tưởng là một nguồn lực ngôn ngữ trong hợp đồng thương mại tiếng Anh góp phần tạo nên tính trừu tượng, tính khách quan và kỹ thuật. ","A business contract is a kind of legal discourse which is said to be highly technical, abstract, and impersonal. These features are majorly identified through specific grammatical resources. Within the framework of Systemic Functional Grammar (SFG), ideational metaphor which is specified with the metaphorical reconstrual of processes plays a crucial role in creating discoursal functions in English business contracts. This study aims to identify, categorize, and interpret ideational metaphor in English business contracts by analyzing how different process types contribute to the construction of contractual meaning and legal formality. The study investigates 20 authentic English business contracts collected from diverse categories, including transfer agreements, advertising services, business collaboration, purchase and sale of goods. The research employs a mixed-method approach by combining quantitative frequency analysis with qualitative functional interpretation. The results show that ideational metaphor, which reflects actions, duties, and states in contractual speech, is prevalent in material and relational processes whereas uncommon in mental, verbal, and existential processes. Notably, no occurrences of behavioral process are found in ideational metaphor. The study demonstrates that ideational metaphor is a central linguistic resource in English business contracts, contributing significantly to their abstract, impersonal, and technical nature.  ",{"EN":903,"VI":904},"A SYSTEMIC FUNCTIONAL GRAMMAR STUDY ON IDEATIONAL METAPHOR IN ENGLISH BUSINESS CONTRACTS","ẨN DỤ Ý TƯỞNG TỪ QUAN ĐIỂM NGỮ PHÁP CHỨC NĂNG HỆ THỐNG TRONG HỢP ĐỒNG THƯƠNG MẠI TIẾNG ANH",{"VOID":906},"[]",{"EN":908},"Systemic Functional Grammar,ideational metaphor,experiential meaning,nominalization,legal discourse",{"VOID":910},"10.63023\u002F2525-2445\u002Fjfs.ulis.5664","PUBLICATION","2026-07-02T05:22:51.927+00:00","Auto 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C. (2008). Systemic functional linguistic explorations into the longitudinal study of advanced capacities: The case of Spanish heritage language learners. In L. Ortega & H. Byrnes (Eds.), The longitudinal study of advanced L2 capacities (pp. 36-57). Routledge.",{"id":28,"text":971,"url":28,"identifiers":28},"https:\u002F\u002Fwww.taylorfrancis.com\u002Fchapters\u002Fedit\u002F10.4324\u002F9780203871652-10\u002Fsystemic-functional-linguistic-explorations-longitudinal-study-advanced-capacities-case-spanish-heritage-language-learners-mariana-achugar-cecilia-colombi",{"id":28,"text":973,"url":28,"identifiers":28},"Alhusaiyan, E. (2025). A systematic review of current trends in artificial intelligence in foreign language learning. Saudi Journal of Language Studies, 5(1), 1-16. https:\u002F\u002Fdoi.org\u002F10.1108\u002FSJLS-07-2024-0039",{"id":28,"text":975,"url":28,"identifiers":28},"Banks, D. (2005). On the historical origins of nominalized process in scientific text. 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Continuum. https:\u002F\u002Fwww.researchgate.net\u002Fpublication\u002F313039021_Grammatical_metaphor_Academic_language_development_in_Latino_students_of_Spanish",{"id":28,"text":989,"url":28,"identifiers":28},"Devrim, D. Y. (2015). Grammatical metaphor: What do we mean? What exactly are we researching? Functional Linguistics, 2(1), Article 3. http:\u002F\u002Fdoi.org\u002F10.1186\u002Fs40554-015-0016-7",{"id":28,"text":991,"url":28,"identifiers":28},"Diep, Q. B. (2005). Vietnamese grammar. Education Publishing House. https:\u002F\u002Fopenlibrary.org\u002Fbooks\u002FOL31677852M\u002FNg%E1%BB%AF_ph%C3%A1p_ti%E1%BA%BFng_Vi%E1%BB%87t",{"id":28,"text":993,"url":28,"identifiers":28},"Gia, T. T. N., & Phan, V. H. (2022). Grammatical metaphor in poetry. Journal of Language and Culture Science, 6(2). https:\u002F\u002Fvjol.info.vn\u002Fnnvh\u002Fissue\u002Fview\u002F6737",{"id":28,"text":995,"url":28,"identifiers":28},"Gotti, M. (2008). Investigating specialized discourse. Peter Lang. https:\u002F\u002Fwww.peterlang.com\u002Fdocument\u002F1043668",{"id":28,"text":997,"url":28,"identifiers":28},"Halliday, M. A. K. (1966). Grammar, society and the noun. University College London. https:\u002F\u002Fopenlibrary.org\u002Fbooks\u002FOL20749481M\u002FGrammar_society_and_the_noun",{"id":28,"text":999,"url":28,"identifiers":28},"Halliday, M. A. K. (1985). An introduction to functional grammar (1st ed.). Edward Arnold. https:\u002F\u002Fwww.cambridge.org\u002Fcore\u002Fjournals\u002Fstudies-in-second-language-acquisition\u002Farticle\u002Fabs\u002Fan-introduction-to-functional-grammar-michael-a-k-halliday-london-edward-arnold-1985-pp-384\u002F0B10E76178E3B17CC5418DE0E8117C32",{"id":28,"text":1001,"url":28,"identifiers":28},"Halliday, M. A. K. (1994). An introduction to functional grammar (2nd ed.). Edward Arnold. https:\u002F\u002Fopenlibrary.org\u002Fbooks\u002FOL1224020M\u002FAn_introduction_to_functional_grammarHalliday",{"id":28,"text":1003,"url":28,"identifiers":28},"Halliday, M. A. K. (2003). Written language, standard language, global language. World Englishes, 22(4), 405-418. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1467-971X.2003.00309.x",{"id":28,"text":1005,"url":28,"identifiers":28},"Halliday, M. A. K., & Martin, J. R. (2003). Writing science: Literacy and discursive power. Routledge. https:\u002F\u002Fdoi.org\u002F10.4324\u002F9780203209936",{"id":28,"text":1007,"url":28,"identifiers":28},"Halliday, M. A. K., & Matthiessen, C. (1999). Construing experience through meaning: A language-based approach to cognition. Cassell. https:\u002F\u002Faclanthology.org\u002FJ01-1007.pdf",{"id":28,"text":1009,"url":28,"identifiers":28},"Halliday, M. A. K., & Matthiessen, C. M. (2013). Halliday's introduction to functional grammar (4th ed.). Routledge. https:\u002F\u002Fwww.routledge.com\u002FHallidays-Introduction-to-Functional-Grammar\u002FHalliday-Matthiessen\u002Fp\u002Fbook\u002F9781444146608",{"id":28,"text":1011,"url":28,"identifiers":28},"Hoang, V. V. (2012). An experiential grammar of the Vietnamese clause. Vietnam Education Publishing House. https:\u002F\u002Fwww.researchgate.net\u002Fprofile\u002FVan-Van-Hoang\u002Fpublication\u002F334836556_An_Experiential_Grammar_of_the_Vietnamese_Clause\u002Flinks\u002F5ee9bf3a458515814a653841\u002FAn-Experiential-Grammar-of-the-Vietnamese-Clause.pdf",{"id":28,"text":1013,"url":28,"identifiers":28},"Kaczmarek, K. (2013). Precision and vagueness in the language of the law in Hungarian and Polish legal texts. Comparative Legilinguistics, 13, 61-79. https:\u002F\u002Fdoi.org\u002F10.14746\u002Fcl.2013.13.04",{"id":28,"text":1015,"url":28,"identifiers":28},"Le, T. G. C. (2020). Semantic propositions of nominalisations as grammatical metaphor in English and Vietnamese media discourse. Journal of Science and Technology, The University of Danang, 18(6), 112-116. https:\u002F\u002Fdoi.org\u002F10.31130\u002Fjst-ud2020-117E",{"id":28,"text":1017,"url":28,"identifiers":28},"Martin, J. R. (1992). English text: System and structure. John Benjamins. http:\u002F\u002Fdx.doi.org\u002F10.1075\u002Fz.59",{"id":28,"text":1019,"url":28,"identifiers":28},"Nguyen, T. N. L. (2022). Grammatical metaphor in discourse analysis of economic contracts from the perspective of systemic functional grammar. Ho Chi Minh City University of Education Journal of Science: Social Sciences and Humanities, 19(7), 35-45. https:\u002F\u002Fdoi.org\u002F10.54607\u002Fhcmue.js.19.7.3439(2022)",{"id":28,"text":1021,"url":28,"identifiers":28},"Nguyen, V. H. (2015). Systemic functional grammar and the evaluation of “non-standard” language among today's youth from the perspective of systemic functional grammar. Language and Life, 1, 17-25. https:\u002F\u002Fnguvan.hnue.edu.vn\u002FNghi%C3%AAn-c%E1%BB%A9u\u002FNg%C3%B4n-ng%E1%BB%AF\u002Fp\u002Fngu-phap-chuc-nang-he-thong-va-danh-gia-ngon-ngu-phi-chuan-cua-gioi-tre-hien-nay-theo-quan-diem-cua-ngu-phap-chuc-nang-he-thong-867",{"id":28,"text":1023,"url":28,"identifiers":28},"Phan, V. H., & Nguyen, V. V. (2015). Applying grammatical metaphor to academic writing. The University of Danang: Journal of Science and Technology, 12(97), 105-108. https:\u002F\u002Fjst-ud.vn\u002Fjst-ud\u002Farticle\u002Fview\u002F3305",{"id":28,"text":1025,"url":28,"identifiers":28},"Yang, Y. (2008). Typological interpretation of differences between Chinese and English in grammatical metaphor. Language Sciences, 30(4), 450-478.",{"id":28,"text":1027,"url":28,"identifiers":28},"https:\u002F\u002Fwww.researchgate.net\u002Fpublication\u002F223027907_Typological_interpretation_of_differences_between_Chinese_and_English_in_grammatical_metaphor",{"id":28,"text":1029,"url":28,"identifiers":28},"Sirait, A., Gunawan, W., Lingga, T. R., Siswantara, Y., & Lisdawati, I. (2025). Exploring multimodal approaches in storytelling for literacy development: A systematic literature review. English Review: Journal of English Education, 13(2), 713-722. http:\u002F\u002Fdoi.org\u002F10.25134\u002Ferjee.v13i2.11845",{"id":28,"text":1031,"url":28,"identifiers":28},"Tampubolon, S., & Sidabutar, U. (2025). Grammatical metaphor on the students’ writing research paper: A perspective of systemic functional linguistics. Journal of English Language and Education, 10(1), 73-84. https:\u002F\u002Fdoi.org\u002F10.31004\u002Fjele.v10i1.627",{"id":28,"text":1033,"url":28,"identifiers":28},"Tiersma, P. M. (1999). Legal language. University of Chicago Press. https:\u002F\u002Fpress.uchicago.edu\u002Fucp\u002Fbooks\u002Fbook\u002Fchicago\u002FL\u002Fbo3627935.html",{"id":28,"text":1035,"url":28,"identifiers":28},"Wu, X., & Cai, X. (2016). A corpus-based comparative study of ideational grammatical metaphor in marine engineering and maritime legal regulation English. International Journal of Applied Linguistics & English Literature, 5(5), 76-84. http:\u002F\u002Fdoi.org\u002F10.7575\u002Faiac.ijalel.v.5n.5p.76",false,{"id":1038,"createTime":1039,"updateTime":1039,"relativeEntities":1040,"slug":1041,"properties":1042,"entityType":911,"verifyStatus":26,"verifyTime":1053,"verifyNote":913,"languages":1054,"translateLanguages":28,"viewCount":32,"primaryUrl":1055,"fullTextUrl":1056,"authors":1057,"publicationType":933,"publisherRelationship":1073,"citationCount":28,"citationInfo":28,"publishDate":1100,"publishYear":1101,"citationAnalyzeStatus":1102,"lastCitationAnalyze":28,"indexDatabases":1103,"openAccess":28,"references":1104,"isForceReanalyzing":1036},"05b16c4b-ffaf-420c-bbb8-c22a2eed8865","2025-07-10T05:22:07.743+00:00",[],"C%C3%81C-Y%E1%BA%BEU-T%E1%BB%90-%E1%BA%A2NH-H%C6%AF%E1%BB%9ENG-%C4%90%E1%BA%BEN-VI%E1%BB%86C-SINH-VI%C3%8AN-NG%C3%80NH-NG%C3%94N-NG%E1%BB%AE-ANH-S%E1%BB%AC-D%E1%BB%A4NG-CHATGPT-CHO-C%C3%81C-B%C3%80I-VI%E1%BA%BET-H%E1%BB%8CC-THU%E1%BA%ACT",{"abstract":1043,"title":1046,"keywords":1049,"doi":1051},{"VI":1044,"EN":1045},"Việc ứng dụng trí tuệ nhân tạo (AI) trong giáo dục, đặc biệt là ChatGPT cho mục đích học thuật, đang thu hút đông đảo sự quan tâm. Nghiên cứu này tập trung tìm hiểu các yếu tố ảnh hưởng đến mức độ sẵn sàng của sinh viên ngành Ngôn ngữ Anh khi sử dụng ChatGPT để hoàn thành bài viết học thuật. Dựa trên mô hình UTAUT (Venkatesh cùng cộng sự, 2003), nghiên cứu sử dụng phương pháp định lượng với dữ liệu được thu thập từ khảo sát trên giấy. Phân tích hồi quy tuyến tính bội cũng được thực hiện để kiểm tra mối quan hệ của bốn yếu tố (kỳ vọng về hiệu quả, kỳ vọng về nỗ lực, ảnh hưởng xã hội và điều kiện hỗ trợ) lên mức độ sẵn sàng sử dụng ChatGPT. Kết quả cho thấy cả bốn yếu tố trên đều có ảnh hưởng tích cực và đáng kể đến việc sinh viên sử dụng ChatGPT, trong đó, “kỳ vọng về hiệu quả” là yếu tố có ảnh hưởng lớn nhất. Điều này cho thấy sinh viên lựa chọn sử dụng ChatGPT chủ yếu vì lợi ích học thuật mà công cụ này mang lại. Từ kết quả thu được, nghiên cứu này đề xuất các trường đại học nên tích hợp đào tạo kỹ năng sử dụng AI và hướng dẫn liêm chính học thuật vào chương trình giảng dạy nhằm hỗ trợ sinh viên tận dụng hiệu quả ChatGPT trong học tập, đồng thời nâng cao nhận thức về liêm chính học thuật trong quá trình sử dụng công cụ này.\n ","The application of artificial intelligence (AI) in the educational field, particularly the use of ChatGPT for academic purposes, has been gaining widespread attention. This study investigates the factors affecting the acceptance of ChatGPT for academic writing among English-majored students, using the Unified Theory of Acceptance and Use of Technology (UTAUT) framework proposed by Venkatesh et al. (2003). Employing a quantitative approach, the research collected data via a paper-based survey. Then, multiple linear regression analysis was used to examine the relationships between four independent variables - performance expectancy, effort expectancy, social influence, and facilitating conditions - and students’ acceptance of ChatGPT. The results indicate that all four elements significantly influence students’ use of ChatGPT for academic writing activities, with performance expectancy emerging as the most influential predictor. These findings suggest that students adopt ChatGPT not only because they perceive it as useful for enhancing academic performance but also due to its ease of use, peer influence, and the availability of supporting resources. Given these insights, universities should consider developing AI literacy initiatives and incorporating ethical guidelines into academic curricula to foster responsible and informed usage of ChatGPT in academic writing.\n ",{"EN":1047,"VI":1048},"FACTORS AFFECTING THE USE OF CHATGPT IN ACADEMIC WRITING PERCEIVED BY ENGLISH-MAJORED STUDENTS","CÁC YẾU TỐ ẢNH HƯỞNG ĐẾN VIỆC SINH VIÊN NGÀNH NGÔN NGỮ ANH SỬ DỤNG CHATGPT CHO CÁC BÀI VIẾT HỌC THUẬT",{"EN":1050},"ChatGPT acceptance,academic writing,university students,UTAUT 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B., Alghamdi, A. A., Hajjej, F., Obidallah, W. J., Alduraywish, Y. A., & Shafiq, M. (2024). Unraveling the dynamics of chatGPT adoption and utilization through structural equation modeling. Scientific reports, 14(1), 23469.",{"id":28,"text":1162,"url":28,"identifiers":28},"Peterson, R. A. (1994). A Meta-analysis of cronbach's coefficient alpha. Journal of consumer research, 21, 381-391.",{"id":28,"text":1164,"url":28,"identifiers":28},"Pham, H. T. U., & Mai, T. T. (2024). Exploring the Acceptance of ChatGPT Usage Among Vietnamese English Major Students in English Language Learning: A Case Study. In Nurturing open minds, shaping inclusive futures in language education (pp. 171-182).",{"id":28,"text":1166,"url":28,"identifiers":28},"Rahman, M. M., & Watanobe, Y. (2023). ChatGPT for education and research: Opportunities, threats, and strategies. Applied Sciences, 13(9), 5783.",{"id":28,"text":1168,"url":28,"identifiers":28},"Raman, R., Lathabhai, H., Diwakar, S., & Nedungadi, P. (2023). Early research trends on ChatGPT: insights from altmetrics and science mapping analysis. International Journal of Emerging Technologies in Learning (IJET), 18(19), 13-31.",{"id":28,"text":1170,"url":28,"identifiers":28},"Strzelecki, A. (2024). To use or not to use ChatGPT in higher education? A study of students’ acceptance and use of technology. Interactive learning environments, 32(9), 5142-5155.",{"id":28,"text":1172,"url":28,"identifiers":28},"Su, Y., Lin, Y., & Lai, C. (2023). Collaborating with chatGPT in argumentative writing classrooms. Assessing Writing, 57, 100752.",{"id":28,"text":1174,"url":28,"identifiers":28},"Sword, H. (2009). Writing higher education differently: A manifesto on style. Studies in higher education, 34(3), 319-336.",{"id":28,"text":1176,"url":28,"identifiers":28},"Tangpermpoon, T. (2008). Integrated approaches to improve students writing skills for English major students. ABAC Journal, 28(2), 1-9.",{"id":28,"text":1178,"url":28,"identifiers":28},"Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart learning environments, 10(1), 15.",{"id":28,"text":1180,"url":28,"identifiers":28},"Tran, Q. T., & Nguyen, H. N. Q (2020). Exploring tertiary English-majored students’ academic writing difficulties. TNU Journal of science and technology, 225(11), 123-130.",{"id":28,"text":1182,"url":28,"identifiers":28},"Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478.",{"id":28,"text":1184,"url":28,"identifiers":28},"Wei, X. (2024, September). Evaluating chatGPT-4 and chatGPT-4o: performance insights from NAEP mathematics problem solving. In Frontiers in Education (Vol. 9, p. 1452570). Frontiers Media SA.",{"id":28,"text":1186,"url":28,"identifiers":28},"Wu, T., He, S., Liu, J., Sun, S., Liu, K., Han, Q. L., & Tang, Y. (2023). A brief overview of ChatGPT: The history, status quo and potential future development. IEEE\u002FCAA Journal of automatica sinica, 10(5), 1122-1136.",{"id":28,"text":1188,"url":28,"identifiers":28},"Xiao, Y., & Zhi, Y. (2023). An exploratory study of EFL learners’ use of ChatGPT for language learning tasks: Experience and perceptions. Languages, 8(3), 212.",{"id":1190,"createTime":1191,"updateTime":1192,"relativeEntities":1193,"slug":1194,"properties":1195,"entityType":911,"verifyStatus":26,"verifyTime":1191,"verifyNote":1204,"languages":28,"translateLanguages":28,"viewCount":32,"primaryUrl":1205,"fullTextUrl":28,"authors":1206,"publicationType":933,"publisherRelationship":1207,"citationCount":28,"citationInfo":28,"publishDate":1232,"publishYear":1233,"citationAnalyzeStatus":1234,"lastCitationAnalyze":28,"indexDatabases":1235,"openAccess":28,"references":28,"isForceReanalyzing":1036},"063b5e59-8d79-4c9a-93da-e14e420463e5","2023-05-10T02:24:03.763+00:00","2023-12-23T01:27:31.475+00:00",[],"CASE%20STUDY%20RESEARCH%20THROUGH%20A%20LOVE%20POEM",{"abstract":1196,"title":1198,"keywords":1200,"doi":1202},{"EN":1197},"Case study is one of the common research methods in social sciences. However, at times this research method is still inappropriately interpreted and applied in language research in Vietnam. The article presents some general principles of case study research (Part I) and analyzes the application of these principles in a well-known love poem (Part II) with a hope to help researcher trainees have better understandings of the theory as well as the application of case study research method in applied linguistics.",{"EN":1199},"CASE STUDY RESEARCH THROUGH A LOVE POEM",{"EN":1201},"Research method, case study research",{"VOID":1203},"10.25073\u002F2525-2445\u002Fvnufs.4427","4cf1c5f6-7802-4246-bb25-7cddce9621ce","https:\u002F\u002Fjfs.ulis.vnu.edu.vn\u002Findex.php\u002Ffs\u002Farticle\u002Fview\u002F4427",[],{"url":1205,"publisher":1208,"properties":1228},{"id":536,"createTime":537,"updateTime":382,"relativeEntities":1209,"slug":539,"properties":1210,"entityType":25,"verifyStatus":26,"verifyTime":28,"verifyNote":28,"languages":1215,"translateLanguages":28,"viewCount":133,"subjectFields":1216,"manageAffiliations":1217,"indexDatabases":1218,"url":556,"thumbnailPath":557,"statistic":1219,"gsStatistic":1224,"type":55,"analyzePriority":28},[],{"country":1211,"issn":1212,"title":1213,"gsId":1214},{"VOID":15},{"VOID":543},{"EN":545,"VI":546},{"VOID":551},[30,31],[],[],[],{"impactFactor":32,"impactFactorByYear":1220,"i10Index":560,"i10IndexLast5Year":205,"totalPublication":561,"totalPublicationByYear":1221,"totalCitation":568,"totalCitationByYear":1222,"totalCitationPerPublication":579,"totalCitationPerPublicationByYear":1223,"hindexLast5Year":140,"hindex":140},{"2007":317,"2010":112,"2011":109,"2012":421,"2013":165,"2014":421,"2015":421,"2016":111,"2017":116,"2018":104,"2019":109,"2020":320,"2021":284,"2022":168,"2023":116,"2024":108},{"2002":51,"2003":51,"2004":47,"2005":352,"2006":142,"2007":131,"2008":147,"2009":139,"2010":278,"2011":138,"2012":69,"2013":206,"2014":137,"2015":69,"2016":196,"2017":563,"2018":209,"2019":564,"2020":565,"2021":566,"2022":530,"2023":567,"2024":428,"2025":281},{"2002":42,"2003":123,"2004":123,"2005":570,"2006":47,"2007":127,"2008":571,"2009":572,"2010":196,"2011":573,"2012":130,"2013":560,"2014":574,"2015":149,"2016":325,"2017":575,"2018":576,"2019":577,"2020":578,"2021":453,"2022":206,"2023":205,"2025":51},{"2002":194,"2003":116,"2004":365,"2005":581,"2006":582,"2007":226,"2008":583,"2009":584,"2010":585,"2011":586,"2012":228,"2013":585,"2014":587,"2015":588,"2016":589,"2017":232,"2018":590,"2019":591,"2020":592,"2021":593,"2022":347,"2023":318,"2025":316},{"impactFactor":28,"impactFactorByYear":28,"i10Index":595,"i10IndexLast5Year":596,"totalPublication":597,"totalPublicationByYear":1225,"totalCitation":609,"totalCitationByYear":1226,"totalCitationPerPublication":625,"totalCitationPerPublicationByYear":1227,"hindexLast5Year":142,"hindex":152},{"0":361,"1960":40,"1971":40,"1975":40,"1987":40,"1988":40,"1989":40,"1990":45,"1992":40,"1993":40,"1994":46,"1995":46,"1996":45,"1997":42,"1998":49,"1999":42,"2000":123,"2001":42,"2002":48,"2003":46,"2004":145,"2005":131,"2006":51,"2007":131,"2008":135,"2009":146,"2010":127,"2011":122,"2012":148,"2013":352,"2014":201,"2015":149,"2016":599,"2017":600,"2018":601,"2019":209,"2020":602,"2021":603,"2022":604,"2023":605,"2024":606,"2025":607,"2026":608},{"2003":149,"2004":150,"2005":201,"2006":196,"2007":157,"2008":436,"2009":328,"2010":611,"2011":612,"2012":333,"2013":522,"2014":613,"2015":520,"2016":614,"2017":615,"2018":616,"2019":617,"2020":618,"2021":619,"2022":620,"2023":621,"2024":622,"2025":623,"2026":624},{"2003":627,"2004":628,"2005":629,"2006":630,"2007":186,"2008":631,"2009":45,"2010":632,"2011":633,"2012":634,"2013":42,"2014":635,"2015":636,"2016":192,"2017":637,"2018":638,"2019":628,"2020":639,"2021":640,"2022":641,"2023":642,"2024":643,"2025":644,"2026":645},{"title":1229},{"EN":1230,"VI":1231},"Vol. 20 No. 1","Tập 20 Số 1","2019-10-31",2019,"GETTING_PLATFORM_ID",[],{"id":1237,"createTime":1238,"updateTime":1238,"relativeEntities":1239,"slug":1240,"properties":1241,"entityType":911,"verifyStatus":26,"verifyTime":1238,"verifyNote":913,"languages":1252,"translateLanguages":28,"viewCount":32,"primaryUrl":1253,"fullTextUrl":1254,"authors":1255,"publicationType":933,"publisherRelationship":1271,"citationCount":28,"citationInfo":28,"publishDate":1299,"publishYear":1300,"citationAnalyzeStatus":1102,"lastCitationAnalyze":28,"indexDatabases":1301,"openAccess":28,"references":1302,"isForceReanalyzing":1036},"088d9895-2f23-46c4-aa1e-e714c3a37db2","2024-07-25T05:22:19.125+00:00",[],"B%C3%80N-V%E1%BB%80-B%E1%BA%A2N-S%E1%BA%AEC-NG%C3%94N-NG%E1%BB%AE-V%C3%80-S%E1%BB%B0-T%E1%BB%92N-T%E1%BA%A0I-C%E1%BB%A6A-C%C3%81CH-PH%C3%81T-%C3%82M-CHU%E1%BA%A8N-H%C3%93A",{"abstract":1242,"title":1245,"keywords":1248,"doi":1250},{"VI":1243,"EN":1244},"Bất chấp sự thay đổi mô hình toàn cầu theo hướng đa ngôn ngữ và EIL (tiếng Anh như một ngôn ngữ quốc tế) trong giáo dục tiếng Anh, việc tuân thủ nghiêm ngặt các dạng ngoại ngữ ‘chuẩn hóa’ vẫn tồn tại ở các quốc gia không nói tiếng Anh. Giáo viên ngôn ngữ, người học và phụ huynh của họ, cũng như các nhà hoạch định chính sách và thiết kế chương trình giảng dạy, đều nhấn mạnh việc áp dụng các loại tiếng Anh ‘chuẩn’ như một quy chuẩn và không cần bàn cãi. Những kỳ vọng này là tự nhiên, dựa trên nhận thức của người sử dụng ngôn ngữ về vốn văn hóa mà những hình thức phát âm tiêu chuẩn hóa này có thể mang lại cho họ. Bài viết này bàn về cách giáo dục chính quy, thông qua chương trình giảng dạy ẩn, gia tăng áp lực phải tuân theo cách phát âm chuẩn hóa và điều này có thể tác động tiêu cực đến bản sắc của người học ngôn ngữ như thế nào. Người ta có thể đặt câu hỏi tại sao một người nói tiếng Việt lại muốn nói giọng ‘Mỹ’ hoặc ‘Anh’ riêng biệt và những đặc quyền thực sự này mang lại cho họ là gì. Người ta cũng có thể đặt câu hỏi tại sao giọng Việt trong tiếng Anh, một dấu ấn nhận dạng riêng biệt, lại có thể bị coi là kém uy tín hơn và liệu điều này có gây bất lợi cho họ trong một số bối cảnh nhất định hay không. Bài viết lập luận rằng với tư cách là nhà giáo dục ngôn ngữ, chúng ta có trách nhiệm làm cho người học nhận thức được bản sắc ngôn ngữ của họ và những giọng không chuẩn nhưng dễ hiểu có thể và nên là những chỉ dấu đúng nhất về bản sắc của một người.","Despite a global paradigm shift towards multilingualism and EIL (English as an International Language) in English language education, a stubborn adherence to so-called ‘standardised’ forms of foreign languages persists in non-English language speaking countries. Language teachers, learners and their parents, as much as policy makers and curriculum designers, insist on the adoption of ‘standard’ varieties of English as normative and unquestioned. These expectations are natural, given language users’ awareness of the cultural capital that these standardised forms of pronunciations can afford to them. This paper discusses how formal education, often through the hidden curriculum, reinforces the pressure to conform to standardised pronunciation and how this can negatively implicate language learners’ identities. One may question why a Vietnamese speaker would want to have a distinct ‘American’ or ‘British’ accent when they speak, and what real privileges these bring to them. One may also question why a Vietnamese accent in English, a distinct identity marker, can be deemed to represent less prestigious capital, and whether this may disadvantage them in certain contexts. In discussing the cognitive and cultural benefits of multilingual and culturally responsive instruction, the paper argues that as language educators we need to make our learners aware of their linguistic identities and how intelligible but non-standardised accents of foreign languages can and should be legitimate markers of one’s identity.",{"EN":1246,"VI":1247},"CONTESTING LINGUISTIC IDENTITIES AND THE PERSISTENCE OF STANDARDISED PRONUNCIATION","BÀN VỀ BẢN SẮC NGÔN NGỮ VÀ SỰ TỒN TẠI CỦA CÁCH PHÁT ÂM CHUẨN HÓA",{"EN":1249},"linguistic identity,standardised pronunciation,accent,hidden curriculum,native speakerism,English as an international 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Resisting linguistic imperialism in English language teaching. Oxford University Press.",{"id":28,"text":1326,"url":28,"identifiers":28},"Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 2, 1-28.",{"id":28,"text":1328,"url":28,"identifiers":28},"Canagarajah, S. (2012). Translingual practice: Global Englishes and cosmopolitan relations. Routledge.",{"id":28,"text":1330,"url":28,"identifiers":28},"Canh, L. V. (2018). My professional journey: An autobiographical narrative. VNU Journal of Foreign Studies, 34(5), 1-11. https:\u002F\u002Fdoi.org\u002F10.25073\u002F2525-2445\u002Fvnufs.4294",{"id":28,"text":1332,"url":28,"identifiers":28},"Canh, L.V (2016). English language teaching in Vietnam: An overview. In W. A. Renandya & H. P. Widodo (Eds.), English language teaching today: Linking theory and practice (pp. 229–241). Springer.",{"id":28,"text":1334,"url":28,"identifiers":28},"Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10, 221-240.",{"id":28,"text":1336,"url":28,"identifiers":28},"Cummins, J., Bismila, V., Chow, P., Cohen, P., Giampapa, F., Leoni, L., et al. (2005). Affirming identity in multilingual classrooms. Educational Leadership, 63(1), 38-43.",{"id":28,"text":1338,"url":28,"identifiers":28},"Delavan, M. G., Valdez, V. E., & Freire, J. A. (2017). Language as whose resource? When global economics usurp the local equity potentials of dual language education. International Multilingual Research Journal, 11(2), 86-100.",{"id":28,"text":1340,"url":28,"identifiers":28},"Fitch, F. (2003). Inclusion, exclusion, and ideology: Special education students' changing sense of self. The Urban Review, 35(3), 233-252.",{"id":28,"text":1342,"url":28,"identifiers":28},"García, O., & Beardsmore, H. G. (2009). Bilingual education in the 21st century: A global perspective. Wiley\u002FBlackwell.",{"id":28,"text":1344,"url":28,"identifiers":28},"García, O. (2013). From disglossia to transglossia: Bilingual and multilingual classrooms in the 21st century. In",{"id":28,"text":1346,"url":28,"identifiers":28},"C. Abello-Contesse, P. M. Chandler, M. D. López-Jiménez, & R. Chacón-Beltrán (Eds.), Bilingual and multilingual education in the 21st century: Building on experience (pp. 155-178). Multilingual Matters. https:\u002F\u002Fdoi.org\u002F10.21832\u002F9781783090716-012",{"id":28,"text":1348,"url":28,"identifiers":28},"García, O. (2017). Critical multilingual language awareness and teacher education. In J. Cenoz, D. Gorter, & S. May (Eds.), Language awareness and multilingualism (pp. 263-280). Springer. https:\u002F\u002Fdoi.org\u002F10.1007\u002F978-3-319-02240-6_30",{"id":28,"text":1350,"url":28,"identifiers":28},"García, O., & Hesson, S. (2015). Translanguaging frameworks for teachers: Macro and micro perspectives. In A. 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The translanguaging classroom: Leveraging student bilingualism for learning. Caslon Publishing.",{"id":28,"text":1360,"url":28,"identifiers":28},"García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.",{"id":28,"text":1362,"url":28,"identifiers":28},"Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.",{"id":28,"text":1364,"url":28,"identifiers":28},"Giroux, H. A., & Penna, A. N. (1983). The hidden curriculum and moral education: Deception or Discovery? McCutchan Publishing Corporation.",{"id":28,"text":1366,"url":28,"identifiers":28},"Goldenberg, C. (2008). Teaching English language learners: What the research does and does not say. American Educator, 8(23), 41-44.",{"id":28,"text":1368,"url":28,"identifiers":28},"Hoang, V.V. (2010). The current situation and issues of the teaching of English in Vietnam. 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Jossey-Bass.",{"id":28,"text":1380,"url":28,"identifiers":28},"Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.",{"id":28,"text":1382,"url":28,"identifiers":28},"Lareau, A. &, Weininger, E. B. (2003). Cultural capital in educational research: A critical assessment. Theory and Society, 32, 567–606.",{"id":28,"text":1384,"url":28,"identifiers":28},"Le Ha, P. (2008). Teaching English as an international language: Identity, resistance, and negotiation. Multilingual Matters.",{"id":28,"text":1386,"url":28,"identifiers":28},"MacSwan, J. (2017). A multilingual perspective on translanguaging. American Educational Research Journal, 54(1), 167-201. https:\u002F\u002Fdoi.org\u002F10.3102\u002F0002831216683935",{"id":28,"text":1388,"url":28,"identifiers":28},"May, S. (2013). Introducing the “multilingual turn”. In S. May (Ed.), The multilingual turn: Implications for SLA, TESOL and bilingual education (pp. 1-6). Routledge.",{"id":28,"text":1390,"url":28,"identifiers":28},"McKay, S. (2010). English as an international language. In N. Hornberger & S. McKay (Eds.), Sociolinguistics and language education (pp. 89-115). Multilingual Matters. https:\u002F\u002Fdoi.org\u002F10.21832\u002F9781847692849-006",{"id":28,"text":1392,"url":28,"identifiers":28},"Menken, K., & Kleyn, T. (2010). The long-term impact of subtractive schooling in educational experiences of secondary English language learners. International Journal of Bilingual Education and Bilingualism, 13(4), 399-417. https:\u002F\u002Fdoi.org\u002F10.1080\u002F13670050903370143",{"id":28,"text":1394,"url":28,"identifiers":28},"Miramontes, O. B., Nadeau, A., & Commins, N. L. (2011). Restructuring schools for linguistic diversity: Linking decision making to effective programs. Teachers College Press.",{"id":28,"text":1396,"url":28,"identifiers":28},"Nguyen, H. T. M. (2011). Primary English language education policy in Vietnam: Insights from implementation. Current Issues in Language Planning, 12(2), 225–249.",{"id":28,"text":1398,"url":28,"identifiers":28},"Ovando, C. J., & Combs, M. C. (2011). Bilingual and ESL classrooms: Teaching in multicultural contexts. McGraw-Hill Education.",{"id":28,"text":1400,"url":28,"identifiers":28},"Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology and practice. Educational Researcher, 41(3), 93-97. https:\u002F\u002Fdoi.org\u002F10.3102\u002F0013189X12441244",{"id":28,"text":1402,"url":28,"identifiers":28},"Pennycook, A. (1994). The cultural politics of English as an international language. Longman.",{"id":28,"text":1404,"url":28,"identifiers":28},"Pennycook, A. (1998). English and the discourses of colonialism. Routledge.",{"id":28,"text":1406,"url":28,"identifiers":28},"Phillipson, R. (1992). Linguistic imperialism. Oxford University Press.",{"id":28,"text":1408,"url":28,"identifiers":28},"Roshid, M. M., & Chowdhury, R. (2023). Power dynamics in business English as lingua franca discourse. Business and Professional Communication Quarterly, 1-30. https:\u002F\u002Fdoi.org\u002F10.1177\u002F23294906231165275",{"id":28,"text":1410,"url":28,"identifiers":28},"Roshid, M. M. & Chowdhury, R. (2013). English language proficiency and employment: A case study of Bangladeshi graduates in Australian employment market. Mevlana International Journal of Education, 3(1), 68-81.",{"id":28,"text":1412,"url":28,"identifiers":28},"Roshid, M. M., Webb, S., & Chowdhury, R. (2022). English as a business lingua franca: A discursive analysis of business emails. International Journal of Business Communication, 59(1), 83-103. https:\u002F\u002Fdoi.org\u002F10.1177\u002F2329488418808040",{"id":28,"text":1414,"url":28,"identifiers":28},"Rossouw, N., & Frick, L. (2023). A conceptual framework for uncovering the hidden curriculum in private higher education. Cogent Education, 10(1), 1-15. DOI: 10.1080\u002F2331186X.2023.2191409",{"id":28,"text":1416,"url":28,"identifiers":28},"Slavin, R., & Cheung, A. (2005). A synthesis of research on language of reading instruction for English Language Learners. Review of Educational Research, 75, 247-281.",{"id":28,"text":1418,"url":28,"identifiers":28},"Taylor, L. K., Bernhard, J. K., Garg, S., & Cummins, J. (2008). Affirming plural belonging: Building on students' family-based cultural and linguistic capital through multiliteracies pedagogy. Journal of Early Childhood Education, 8(3), 269-294. https:\u002F\u002Fdoi.org\u002F10.1177\u002F1468798408096481",{"id":28,"text":1420,"url":28,"identifiers":28},"Thielsch, A. (2017). Approaching the invisible: Hidden curriculum and implicit expectations in higher education. Journal for Higher Education Development, 12(4), 167–187. https:\u002F\u002Fdoi.org\u002F10.3217\u002Fzfhe-12-04\u002F11",{"id":28,"text":1422,"url":28,"identifiers":28},"Throsby, D. (1999). Cultural capital. Journal of Cultural Economics, 23, 3–12. https:\u002F\u002Fdoi.org\u002F10.1023\u002FA:1007543313370",{"id":28,"text":1424,"url":28,"identifiers":28},"Tuan, D. A. (2021). Intelligible pronunciation: Teaching English to Vietnamese learners. VNU Journal of Foreign Studies, 37(1), 176-182. https:\u002F\u002Fdoi.org\u002F10.25073\u002F2525-2445\u002Fvnufs.4666",{"id":28,"text":1426,"url":28,"identifiers":28},"Uleanya, C. (2022). Hidden curriculum versus transition from onsite to online: A review following COVID-19 pandemic outbreak. Cogent Education, 9(1), 1-10. https:\u002F\u002Fdoi.org\u002F10.1080\u002F2331186X.2022.2090102",{"id":28,"text":1428,"url":28,"identifiers":28},"Valdiviezo, L. A., & Nieto, S. (2017). 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Bài viết dự định trả lời câu hỏi “Cái gì được học?” trong chương trình và sách giáo khoa tiếng Anh trung học phổ thông, hệ chuẩn. Bài viết bắt đầu bằng việc giới thiệu vị trí và vai trò của môn tiếng Anh trong chương trình trung học phổ thông. Sau đó bài viết đi sâu vào trình bày và phân tích quan điểm thiết kế chương trình và biên soạn sách giáo khoa tiếng Anh trung học phổ thông, hệ chuẩn; giới thiệu các bộ phận cấu thành hình thành nên nội dung của chương trình và tạo nền tảng cho việc biên soạn sách giáo khoa: hệ thống các chủ điểm, các thành phần ngôn ngữ như ngữ âm, ngữ pháp, từ vựng và các chức năng giao tiếp. Phần cuối của bài viết  dành cho việc thảo luận một số điểm mới của sách giáo khoa tiếng Anh trung học phổ thông, hệ chuẩn đang được sử dụng đại trà ở các trường trung học phổ thông ViệtNam.Từ khóa. Chương trình, chủ điểm, năng lực giao tiếp, đường hướng lấy người học làm trung tâm, trọng tâm ngôn ngữ.","Author affiliation is blank",[31],"https:\u002F\u002Fjs.vnu.edu.vn\u002FFS\u002Farticle\u002Fview\u002F1468","https:\u002F\u002Fjs.vnu.edu.vn\u002FFS\u002Farticle\u002Fdownload\u002F1468\u002F1432",[1488],{"id":1489,"sortIndex":32,"researcher":28,"roles":1490,"affiliations":1491,"properties":1492,"displayName":1494,"givenName":28,"familyName":28},"c4ce87fc-a568-46c0-8f8a-ea0af366953f",[],[],{"title":1493},{"EN":1494},"Hoàng Văn Vân",{"url":28,"publisher":1496,"properties":1516},{"id":536,"createTime":537,"updateTime":382,"relativeEntities":1497,"slug":539,"properties":1498,"entityType":25,"verifyStatus":26,"verifyTime":28,"verifyNote":28,"languages":1503,"translateLanguages":28,"viewCount":133,"subjectFields":1504,"manageAffiliations":1505,"indexDatabases":1506,"url":556,"thumbnailPath":557,"statistic":1507,"gsStatistic":1512,"type":55,"analyzePriority":28},[],{"country":1499,"issn":1500,"title":1501,"gsId":1502},{"VOID":15},{"VOID":543},{"EN":545,"VI":546},{"VOID":551},[30,31],[],[],[],{"impactFactor":32,"impactFactorByYear":1508,"i10Index":560,"i10IndexLast5Year":205,"totalPublication":561,"totalPublicationByYear":1509,"totalCitation":568,"totalCitationByYear":1510,"totalCitationPerPublication":579,"totalCitationPerPublicationByYear":1511,"hindexLast5Year":140,"hindex":140},{"2007":317,"2010":112,"2011":109,"2012":421,"2013":165,"2014":421,"2015":421,"2016":111,"2017":116,"2018":104,"2019":109,"2020":320,"2021":284,"2022":168,"2023":116,"2024":108},{"2002":51,"2003":51,"2004":47,"2005":352,"2006":142,"2007":131,"2008":147,"2009":139,"2010":278,"2011":138,"2012":69,"2013":206,"2014":137,"2015":69,"2016":196,"2017":563,"2018":209,"2019":564,"2020":565,"2021":566,"2022":530,"2023":567,"2024":428,"2025":281},{"2002":42,"2003":123,"2004":123,"2005":570,"2006":47,"2007":127,"2008":571,"2009":572,"2010":196,"2011":573,"2012":130,"2013":560,"2014":574,"2015":149,"2016":325,"2017":575,"2018":576,"2019":577,"2020":578,"2021":453,"2022":206,"2023":205,"2025":51},{"2002":194,"2003":116,"2004":365,"2005":581,"2006":582,"2007":226,"2008":583,"2009":584,"2010":585,"2011":586,"2012":228,"2013":585,"2014":587,"2015":588,"2016":589,"2017":232,"2018":590,"2019":591,"2020":592,"2021":593,"2022":347,"2023":318,"2025":316},{"impactFactor":28,"impactFactorByYear":28,"i10Index":595,"i10IndexLast5Year":596,"totalPublication":597,"totalPublicationByYear":1513,"totalCitation":609,"totalCitationByYear":1514,"totalCitationPerPublication":625,"totalCitationPerPublicationByYear":1515,"hindexLast5Year":142,"hindex":152},{"0":361,"1960":40,"1971":40,"1975":40,"1987":40,"1988":40,"1989":40,"1990":45,"1992":40,"1993":40,"1994":46,"1995":46,"1996":45,"1997":42,"1998":49,"1999":42,"2000":123,"2001":42,"2002":48,"2003":46,"2004":145,"2005":131,"2006":51,"2007":131,"2008":135,"2009":146,"2010":127,"2011":122,"2012":148,"2013":352,"2014":201,"2015":149,"2016":599,"2017":600,"2018":601,"2019":209,"2020":602,"2021":603,"2022":604,"2023":605,"2024":606,"2025":607,"2026":608},{"2003":149,"2004":150,"2005":201,"2006":196,"2007":157,"2008":436,"2009":328,"2010":611,"2011":612,"2012":333,"2013":522,"2014":613,"2015":520,"2016":614,"2017":615,"2018":616,"2019":617,"2020":618,"2021":619,"2022":620,"2023":621,"2024":622,"2025":623,"2026":624},{"2003":627,"2004":628,"2005":629,"2006":630,"2007":186,"2008":631,"2009":45,"2010":632,"2011":633,"2012":634,"2013":42,"2014":635,"2015":636,"2016":192,"2017":637,"2018":638,"2019":628,"2020":639,"2021":640,"2022":641,"2023":642,"2024":643,"2025":644,"2026":645},{"issue":1517,"pages":1519,"volume":1521},{"VOID":1518},"2",{"VOID":1520},"",{"VOID":1522},"27","2011-06-15",2011,[],[],{"id":1528,"createTime":1529,"updateTime":1530,"relativeEntities":1531,"slug":1532,"properties":1533,"entityType":911,"verifyStatus":26,"verifyTime":1546,"verifyNote":1547,"languages":28,"translateLanguages":28,"viewCount":40,"primaryUrl":1548,"fullTextUrl":1549,"authors":1550,"publicationType":933,"publisherRelationship":1583,"citationCount":28,"citationInfo":28,"publishDate":1613,"publishYear":1614,"citationAnalyzeStatus":1615,"lastCitationAnalyze":1616,"indexDatabases":1617,"openAccess":28,"references":28,"isForceReanalyzing":1036},"0bd7c7a4-b0e4-4e3f-b53b-81903d8bf974","2023-08-27T05:49:19.265+00:00","2026-08-20T03:00:42.467+00:00",[],"-SINH-VI%C3%8AN-C%E1%BA%A6N-C%E1%BA%A2I-THI%E1%BB%86N-NH%E1%BB%AENG-%C4%90I%E1%BB%82M-NG%E1%BB%AE-PH%C3%81P-N%C3%80O-PH%C3%82N-T%C3%8DCH-NHU-C%E1%BA%A6U-C%E1%BB%A6A-SINH-VI%C3%8AN-CHUY%C3%8AN-NG%C3%80NH-NG%C3%94N-NG%E1%BB%AE-ANH",{"abstract":1534,"title":1537,"gsPaper":1540,"keywords":1542,"references":1544},{"EN":1535,"VI":1536},"The importance of grammar in L2 learners’ development of language skills has anchored for the necessity of teaching grammar to learners of English. However, it is observed that there has been insufficient formal data relevant to the needs of L2 learners for learning grammar, particularly in the context of Vietnam. These two mentioned reasons\nmotivate this current study into the needs of students at a university in Vietnam for learning English grammar with a hope to help teachers and curriculum designers make more informed decisions on their teaching methods and the content of the grammar course, respectively. In the study, students had difficulties with certain English grammatical points such as Linking words and phrases, Tenses to describe events in the past, Articles, determiners and pronouns. Students also expected their grammar lessons to be more interactive with writing and speaking practice included, while formal explanations of grammatical structures be maintained.","\nNgữ pháp đóng vai trò quan trọng trong việc phát triển kĩ năng ngôn ngữ của người học ngoại ngữ, và điều này đã lí giải cho sự cần thiết của việc giảng dạy ngữ pháp cho người học tiếng Anh. Tuy nhiên, dữ liệu chính thống về nhu cầu của người học ngoại ngữ đối với việc học ngữ pháp còn hạn chế, đặc biệt trong bối cảnh ở Việt Nam. Đây là những lý do để nghiên cứu này được thực hiện nhằm tìm hiểu nhu cầu của sinh viên tại một trường đại học ở Việt Nam trong việc học ngữ pháp tiếng Anh, với mong muốn hỗ trợ giáo viên lựa chọn phương pháp giảng dạy phù hợp, và hỗ trợ các cá nhân xây dựng chương trình đào tạo thiết kế nội dung cho các khóa học ngữ pháp. Kết quả của nghiên cứu này cho thấy sinh viên gặp khó khăn với một số điểm ngữ pháp tiếng Anh như Từ và cụm từ liên kết, Các thì diễn tả sự việc ở quá khứ, Mạo từ, từ chỉ định và đại từ. Ngoài ra, sinh viên mong muốn các bài học ngữ pháp có tính tương tác cao hơn, kết hợp giữa phần giải thích nội dung của các cấu trúc ngữ pháp và các hoạt động luyện tập viết và nói.\n",{"EN":1538,"VI":1539},"“WHAT ARE THE GRAMMATICAL POINTS STUDENTS NEED TO DEVELOP?”: NEED ANALYSIS  OF ENGLISH-MAJORED UNIVERSITY STUDENTS","“SINH VIÊN CẦN CẢI THIỆN NHỮNG ĐIỂM NGỮ PHÁP NÀO?”: PHÂN TÍCH NHU CẦU CỦA SINH VIÊN CHUYÊN NGÀNH NGÔN NGỮ ANH",{"VOID":1541},"2430552893455656910",{"EN":1543},"English grammar,L2 learners,needs,difficulties,wants",{"VOID":1545},"Ahmad, A. (2018). Developing the English grammar module based-cooperative learning to teach basic English grammar: Focus on students’ needs. ELT-Lectura: Jurnal Pendidikan, 5(2), 138-148.\nBrown, J. D. (2009). Foreign and second language needs analysis. In M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 269-293). Wiley-Blackwell.\nCambridge University Press and Assessment. (2022). B2 first. Retrieved October 10, 2022, from https:\u002F\u002Fwww.cambridgeenglish.org\u002Fexams-and-tests\u002Ffirst\nCambridge University Press and Assessment. (2022). General English. Retrieved October 10, 2022, from https:\u002F\u002Fwww.cambridgeenglish.org\u002Ftest-your-english\u002Fgeneral-english\u002F\nCelce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL\u002FEFL teacher’s course (2nd ed.). Heinle & Heinle Publishers.\nDörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.\nDuong, T. H. O. (2007). Meeting students’ needs in two EAP programmes in Vietnam and New Zealand: A comparative study. RELC, 38(3), 324-349.\nEllis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-107.\nFlowerdew, L. (2013). Needs analysis and curriculum development in ESP. In B. Paltridge & S. Starfield (Eds.), The handbook of English for specific purposes (pp. 325-346). Wiley-Blackwell.\nHarrison, M. (2008). First certificate skills: Use of English. Oxford University Press.\nHutchinson, T., & Waters, A. (1987). English for specific purposes: A learner-centered approach. Cambridge University Press.\nKaewpet, C. (2009). A framework for investigating learner needs: Needs analysis extended to curriculum development. Electronic Journal of Foreign Language Teaching, 6(2), 209-220.\nKrashen, S. (1981). Second language acquisition and second language learning. Pergamon.\nLarsen-Freeman, D. (2001). Teaching grammar. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 251-266). Heinle & Heinle Publishers.\nLarsen-Freeman, D. (2009). Teaching and testing grammar. In M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 518-542). Wiley-Blackwell.\nMichigan English Language Teaching (n.d.). Clear grammar placement test. Retrieved October 10, 2022, from https:\u002F\u002Fwww.press.umich.edu\u002Felt\u002Fcompsite\u002Fcleargrammar\u002FCG_part1\nMuhammed, A. C. P., Joshi, P., & Hareesh, S. (2018). Developing ESL\u002FEFL learners’ grammatical competence through communicative activities. I-manager’s Journal on English Language Teaching, 8(1), 63-70.\nMurphy, R. (2012). English grammar in use: A self-study reference and practice book for intermediate learners of English (4th ed.). Cambridge University Press.\nMyhill, D., Jones, S., & Watson, A. (2013). Grammar matters: How teachers’ grammatical knowledge impacts on the teaching of writing. Teaching and Teacher Education, 36, 77-91.\nNazari, M., Boustani, A., & Sheikhi, M. (2022). A case study of the impact of a teacher education course on two Iranian EFL teachers’ beliefs and practices about grammar teaching. Asian-Pacific Journal of Second and Foreign Language Education, 7, Article 13.\nNorris, J., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417-528.\nNguyen, T. Q. N. (2019). Teaching grammar for EFL learners in Vietnam universities. Journal of Industry and Trade, 13, 75-80.\nRichards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press.\nSato, M., & Oyanedel, J. C. (2019). “I think that is a better way to teach but …”: EFL teachers’ conflicting beliefs about grammar teaching. System, 84, 110-122.\nSwan, M. (2017). Practical English usage (4th ed). Oxford University Press.\nVi, T. T. P., Nguyen, T. T. K., & Ma, P. T. (2022). An investigation of English-majored students’ strategies for learning English grammar at Thai Nguyen University of Technology. Journal of Applied Linguistics and Language Research, 9(2), 40-80.\nWest, R. (1994). Needs analysis in language teaching. Language Teaching, 27(1), 1-19.\nYan, X., & Zou, F. (2021). A survey on needs for English academic course for doctoral candidates. Theory and Practice in Language Studies, 11(1), 57-64.\nYunita, W., Emzir, & Mayuni. I. (2018). Need analysis for English grammar learning model from students’ perspectives. English Review: Journal of English Education, 6(2), 85-94.","2023-08-27T05:49:19.264+00:00","126062","https:\u002F\u002Fjfs.ulis.vnu.edu.vn\u002Findex.php\u002Ffs\u002Farticle\u002Fview\u002F5028","https:\u002F\u002Fjfs.ulis.vnu.edu.vn\u002Findex.php\u002Ffs\u002Farticle\u002Fdownload\u002F5028\u002F4413",[1551,1569],{"id":1552,"sortIndex":32,"researcher":28,"roles":1553,"affiliations":1554,"properties":1566,"displayName":1568,"givenName":28,"familyName":28},"28d93bcb-b7a3-4836-ba62-1fe57909752e",[],[1555],{"id":1556,"sortIndex":32,"affiliation":1557,"properties":28},"4360c0b6-0764-4b22-934f-f06bea536507",{"id":1556,"createTime":28,"updateTime":28,"relativeEntities":1558,"slug":28,"properties":1559,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":1564,"parentIds":1565,"statistic":28},[],{"title":1560,"country":1563},{"EN":1561,"VI":1562},"University of Foreign Language Studies, The University of Danang","Trường Đại học Ngoại ngữ - Đại học Đà Nẵng",{"VOID":15},"http:\u002F\u002Fufl.udn.vn\u002F",[],{"title":1567},{"VI":1568},"Nguyen Hong Nam Phuong",{"id":1570,"sortIndex":32,"researcher":28,"roles":1571,"affiliations":1572,"properties":1580,"displayName":1582,"givenName":28,"familyName":28},"b8b1d6f1-4a25-4893-8559-17c7525e564b",[],[1573],{"id":1556,"sortIndex":32,"affiliation":1574,"properties":28},{"id":1556,"createTime":28,"updateTime":28,"relativeEntities":1575,"slug":28,"properties":1576,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":1564,"parentIds":1579,"statistic":28},[],{"title":1577,"country":1578},{"EN":1561,"VI":1562},{"VOID":15},[],{"title":1581},{"VI":1582},"Nguyen Thi Huynh 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39 No. 2","Tập 39 Số 2",{"VOID":1612},"39","2023-04-30",2023,"ERROR_IN_ANALYZE_CITATION","2026-06-03T07:01:01.222+00:00",[],{"id":1619,"createTime":1620,"updateTime":1621,"relativeEntities":1622,"slug":1623,"properties":1624,"entityType":911,"verifyStatus":1102,"verifyTime":1621,"verifyNote":1483,"languages":1629,"translateLanguages":28,"viewCount":32,"primaryUrl":1630,"fullTextUrl":1631,"authors":1632,"publicationType":933,"publisherRelationship":1640,"citationCount":28,"citationInfo":28,"publishDate":1667,"publishYear":1668,"citationAnalyzeStatus":1102,"lastCitationAnalyze":28,"indexDatabases":1669,"openAccess":28,"references":1670,"isForceReanalyzing":1036},"0d7d358b-6a8f-4ddf-9207-2c8fd65480f9","2024-04-19T09:54:40.552+00:00","2024-12-30T00:34:15.240+00:00",[],"M%C3%B4-t-s%C3%B4-chi-t%C3%B4-li-ch-s%C6%B0-trong-ha-nh-%C4%91%C3%B4-ng-ngo-l%C6%A1-i-giu-p-%C4%91%C6%A1-b%C4%83-ng-ti%C3%AA-ng-Anh-va-ti%C3%AA-ng-Vi%C3%AA-t",{"title":1625,"abstract":1627},{"EN":1626},"Một số chỉ tố lịch sự trong hành động ngỏ lời giúp đỡ bằng tiếng Anh và tiếng Việt",{"EN":1628},"Tóm tắt. Trong bài viết này, chúng tôi mô tả và so sánh một số chỉ tố lịch sự trong hành động ngỏ lời giúp đỡ bằng tiếng Anh Úc và tiếng Việt. Những chỉ tố này bao gồm chiến lược ngỏ lời giúp đỡ và chỉ tố biểu thị quan hệ xã hội gồm từ xưng hô, kính ngữ (KN) và tiểu từ tình thái (TTTT) được khảo sát trong nhiều ngữ cảnh khác nhau. Trên cơ sở đó, chúng tôi lý giải nguyên nhân sâu xa gây nên những tương đồng và \u002F hoặc khác biệt về cách dùng những chỉ tố lịch sự này dựa theo quan điểm về thể diện và lịch sự của hai nền văn hoá Úc, Việt..Từ khóa: Chiến lược, Chỉ tố lịch sự,  kính ngữ, tiểu từ tình thái. Chiến lược (ngỏ lời giúp đỡ): Cách thức sử dụng dạng thức và phương tiện ngôn ngữ để thực hiện hành động lời nói nói chung và hành động ngỏ lời nói riêng. Chỉ tố lịch sự: Chiến lược và chỉ tố biểu thị quan hệ xã hội giữa người nói và người nghe. Kính ngữ: Từ ngữ biểu đạt sự kính trọng. Tiểu từ tình thái: Từ không có nghĩa từ vựng, dùng để biểu thị mối quan hệ ngữ pháp giữa các thực từ (từ có nghĩa từ vựng) trong một câu.",[31],"https:\u002F\u002Fjfs.ulis.vnu.edu.vn\u002Findex.php\u002Ffs\u002Farticle\u002Fview\u002F2561","https:\u002F\u002Fjfs.ulis.vnu.edu.vn\u002Findex.php\u002Ffs\u002Farticle\u002Fdownload\u002F2561\u002F2342",[1633],{"id":1634,"sortIndex":32,"researcher":28,"roles":1635,"affiliations":1636,"properties":1637,"displayName":1639,"givenName":28,"familyName":28},"97467af4-308a-48fd-97a7-ed4b53d8c3bc",[],[],{"title":1638},{"EN":1639},"Hồ Thị Kiều Oanh",{"url":28,"publisher":1641,"properties":1661},{"id":536,"createTime":537,"updateTime":382,"relativeEntities":1642,"slug":539,"properties":1643,"entityType":25,"verifyStatus":26,"verifyTime":28,"verifyNote":28,"languages":1648,"translateLanguages":28,"viewCount":133,"subjectFields":1649,"manageAffiliations":1650,"indexDatabases":1651,"url":556,"thumbnailPath":557,"statistic":1652,"gsStatistic":1657,"type":55,"analyzePriority":28},[],{"country":1644,"issn":1645,"title":1646,"gsId":1647},{"VOID":15},{"VOID":543},{"EN":545,"VI":546},{"VOID":551},[30,31],[],[],[],{"impactFactor":32,"impactFactorByYear":1653,"i10Index":560,"i10IndexLast5Year":205,"totalPublication":561,"totalPublicationByYear":1654,"totalCitation":568,"totalCitationByYear":1655,"totalCitationPerPublication":579,"totalCitationPerPublicationByYear":1656,"hindexLast5Year":140,"hindex":140},{"2007":317,"2010":112,"2011":109,"2012":421,"2013":165,"2014":421,"2015":421,"2016":111,"2017":116,"2018":104,"2019":109,"2020":320,"2021":284,"2022":168,"2023":116,"2024":108},{"2002":51,"2003":51,"2004":47,"2005":352,"2006":142,"2007":131,"2008":147,"2009":139,"2010":278,"2011":138,"2012":69,"2013":206,"2014":137,"2015":69,"2016":196,"2017":563,"2018":209,"2019":564,"2020":565,"2021":566,"2022":530,"2023":567,"2024":428,"2025":281},{"2002":42,"2003":123,"2004":123,"2005":570,"2006":47,"2007":127,"2008":571,"2009":572,"2010":196,"2011":573,"2012":130,"2013":560,"2014":574,"2015":149,"2016":325,"2017":575,"2018":576,"2019":577,"2020":578,"2021":453,"2022":206,"2023":205,"2025":51},{"2002":194,"2003":116,"2004":365,"2005":581,"2006":582,"2007":226,"2008":583,"2009":584,"2010":585,"2011":586,"2012":228,"2013":585,"2014":587,"2015":588,"2016":589,"2017":232,"2018":590,"2019":591,"2020":592,"2021":593,"2022":347,"2023":318,"2025":316},{"impactFactor":28,"impactFactorByYear":28,"i10Index":595,"i10IndexLast5Year":596,"totalPublication":597,"totalPublicationByYear":1658,"totalCitation":609,"totalCitationByYear":1659,"totalCitationPerPublication":625,"totalCitationPerPublicationByYear":1660,"hindexLast5Year":142,"hindex":152},{"0":361,"1960":40,"1971":40,"1975":40,"1987":40,"1988":40,"1989":40,"1990":45,"1992":40,"1993":40,"1994":46,"1995":46,"1996":45,"1997":42,"1998":49,"1999":42,"2000":123,"2001":42,"2002":48,"2003":46,"2004":145,"2005":131,"2006":51,"2007":131,"2008":135,"2009":146,"2010":127,"2011":122,"2012":148,"2013":352,"2014":201,"2015":149,"2016":599,"2017":600,"2018":601,"2019":209,"2020":602,"2021":603,"2022":604,"2023":605,"2024":606,"2025":607,"2026":608},{"2003":149,"2004":150,"2005":201,"2006":196,"2007":157,"2008":436,"2009":328,"2010":611,"2011":612,"2012":333,"2013":522,"2014":613,"2015":520,"2016":614,"2017":615,"2018":616,"2019":617,"2020":618,"2021":619,"2022":620,"2023":621,"2024":622,"2025":623,"2026":624},{"2003":627,"2004":628,"2005":629,"2006":630,"2007":186,"2008":631,"2009":45,"2010":632,"2011":633,"2012":634,"2013":42,"2014":635,"2015":636,"2016":192,"2017":637,"2018":638,"2019":628,"2020":639,"2021":640,"2022":641,"2023":642,"2024":643,"2025":644,"2026":645},{"issue":1662,"pages":1664,"volume":1665},{"VOID":1663},"4",{"VOID":1520},{"VOID":1666},"26","2010-12-15",2010,[],[1671,1673,1675,1677,1679,1681,1683,1685,1687,1689,1691,1693,1695,1697,1699,1701,1703,1705,1707,1709,1711,1713],{"id":28,"text":1672,"url":28,"identifiers":28},"J. Austin, How to Do Things with Words, Havard University Presses, Cambridge, 1962.",{"id":28,"text":1674,"url":28,"identifiers":28},"P. Brown, S. Levinson, “Universals in Language Usage: Politeness Phenomena”, in E.N. Goody (Eds.), 1978.",{"id":28,"text":1676,"url":28,"identifiers":28},"P. Brown, S. Levinson, Politeness: Some Universals in Language Usage, Cambridge University Press, Cambridge, 1987.",{"id":28,"text":1678,"url":28,"identifiers":28},"Nguyen Duc Hoat, Politeness Markers in Vietnamese Requests, Ph. D. Thesis, Monash University, Melbourne, (1995.",{"id":28,"text":1680,"url":28,"identifiers":28},"R. Lakoff, “The Logic of Politeness, or Minding Your p’s and q’s”, Chicago Linguistics Society 9 (1973) 292.",{"id":28,"text":1682,"url":28,"identifiers":28},"R. Lakoff, Language and Woman’s Place, Harper and Row, New York, 1975.",{"id":28,"text":1684,"url":28,"identifiers":28},"R. Lakoff, “The Limits of Politeness: Therapeutic and Courtroom Discourse”, Multilingua 8- 2\u002F3 (1989) 101.",{"id":28,"text":1686,"url":28,"identifiers":28},"Hoang Thi Thu Lan, Offering in English and in Vietnamese, Hanoi National University, Hanoi, 2000.",{"id":28,"text":1688,"url":28,"identifiers":28},"G.N. Leech, Principles of Pragmatics, Longman, London, 1983.",{"id":28,"text":1690,"url":28,"identifiers":28},"S.C. Levinson, Pragmatics, Cambridge, University Press, London, 1983.",{"id":28,"text":1692,"url":28,"identifiers":28},"Huu Ngoc, Sketches for a Portrait of Vietnamese Culture, The Gioi Publishers, Hanoi, 1998.",{"id":28,"text":1694,"url":28,"identifiers":28},"J.F. Rabinowitz, A Descriptive Study of the Offer as a Speech Behavior in American English, Ph. D. Thesis, University of Pennsylvania, Michigan, 1993.",{"id":28,"text":1696,"url":28,"identifiers":28},"J.R. Searle, Speech Acts, Cambridge University Press, England, 1969.",{"id":28,"text":1698,"url":28,"identifiers":28},"J.R. Searle, “A Classification of Illocutionary Acts”, Language and Society 23 (1971) 1.",{"id":28,"text":1700,"url":28,"identifiers":28},"J.R. Searle, “ Indirect Speech Acts”, in P. Cole, J. L. Morgan (Eds.), Speech Acts (Syntax and Semantics 3 (1975) 59.",{"id":28,"text":1702,"url":28,"identifiers":28},"J.R. Searle, Expression and Meaning: Studies in the Theory of Speech Acts, Cambridge University Press, Cambridge, 1979.",{"id":28,"text":1704,"url":28,"identifiers":28},"P. Yuling, Politeness in Chinise Face - to - face Interaction, Ablex Publishing Corporation, Stamford, 2000.",{"id":28,"text":1706,"url":28,"identifiers":28},"Nguyễn Văn Chính, Vai trò của hư từ tiếng Việt trong việc hình thành thông báo - phát ngôn, Luận án Tiến sĩ Ngữ văn, Đại học Quốc gia Hà Nội, Hà Nội, 2000.",{"id":28,"text":1708,"url":28,"identifiers":28},"Nguyễn thị Lương, Tiểu từ tình thái dứt câu dùng để hỏi với việc biểu thị các hành vi ngôn ngữ trong tiếng Việt, Luận án Phó Tiến sĩ Ngữ văn, Đại học Quốc gia Hà Nội, Hà Nội, 1996.",{"id":28,"text":1710,"url":28,"identifiers":28},"Hoàng Phê et al., Từ điển tiếng Việt, Trung tâm từ điển ngôn ngữ, Hà Nội, 1998.",{"id":28,"text":1712,"url":28,"identifiers":28},"Nguyễn Anh Quế, Hư từ trong tiếng Việt hiện đại, NXB Khoa học Xã hội, Hà Nội, 1988.",{"id":28,"text":1714,"url":28,"identifiers":28},"N.V. Xtankêvich, Loại hình các ngôn ngữ, NXB Đại học và Trung học chuyên nghiệp, Hà Nội, 1982.",{"id":1716,"createTime":1717,"updateTime":1717,"relativeEntities":1718,"slug":1719,"properties":1720,"entityType":911,"verifyStatus":1102,"verifyTime":1717,"verifyNote":1483,"languages":1725,"translateLanguages":28,"viewCount":32,"primaryUrl":1726,"fullTextUrl":1727,"authors":1728,"publicationType":933,"publisherRelationship":1736,"citationCount":28,"citationInfo":28,"publishDate":1761,"publishYear":1668,"citationAnalyzeStatus":1102,"lastCitationAnalyze":28,"indexDatabases":1762,"openAccess":28,"references":1763,"isForceReanalyzing":1036},"0fe8aa20-21f0-4854-ab5d-74349b8b0a96","2024-07-25T05:19:28.336+00:00",[],"So-s%C3%A1nh-c%E1%BA%B7p-t%E1%BB%AB-g%E1%BA%A7n-ngh%C4%A9a-%E4%B8%80%E6%A0%B7-v%C3%A0-%E5%90%8C%E6%A0%B7-trong-ti%E1%BA%BFng-H%C3%A1n",{"title":1721,"abstract":1723},{"EN":1722},"So sánh cặp từ gần nghĩa “一样” và “同样” trong tiếng Hán",{"EN":1724},"Tóm tắt. Bài viết đi sâu so sánh cặp từ gần nghĩa “一样” và“同样”trong tiếng Hán hiện đại, tìm ra được những điểm khác biệt nổi bật giữa chúng. Hai từ có đặc trưng ngữ nghĩa giống nhau. Về chức năng ngữ pháp, cả hai từ đều có thể làm định ngữ và trạng ngữ, ngoài ra,  “一样” còn có thể làm vị ngữ.  “一样” có thể chịu sự tu sức của phó từ phủ định “不” còn “同样”không có cách dùng này. Ngoài ra,   “一样” được dùng nhiều trong các cấu trúc biểu thị so sánh ngang bằng, đặc biệt là trong câu so sánh ẩn dụ ví von có vật tham chiếu mang tính chất điển hình. Ngoài cách dùng là tính từ như  “一样”, “同样” còn được dùng như một liên từ để nối các phân câu hoặc các câu.Từ khóa: “一样” “同样” từ gần nghĩa so sánh.",[31],"https:\u002F\u002Fjfs.ulis.vnu.edu.vn\u002Findex.php\u002Ffs\u002Farticle\u002Fview\u002F2553","https:\u002F\u002Fjfs.ulis.vnu.edu.vn\u002Findex.php\u002Ffs\u002Farticle\u002Fdownload\u002F2553\u002F2335",[1729],{"id":1730,"sortIndex":32,"researcher":28,"roles":1731,"affiliations":1732,"properties":1733,"displayName":1735,"givenName":28,"familyName":28},"bd4b4acd-6254-4a03-9254-19cedef0e0d2",[],[],{"title":1734},{"EN":1735},"Hà Lê Kim Anh",{"url":28,"publisher":1737,"properties":1757},{"id":536,"createTime":537,"updateTime":382,"relativeEntities":1738,"slug":539,"properties":1739,"entityType":25,"verifyStatus":26,"verifyTime":28,"verifyNote":28,"languages":1744,"translateLanguages":28,"viewCount":133,"subjectFields":1745,"manageAffiliations":1746,"indexDatabases":1747,"url":556,"thumbnailPath":557,"statistic":1748,"gsStatistic":1753,"type":55,"analyzePriority":28},[],{"country":1740,"issn":1741,"title":1742,"gsId":1743},{"VOID":15},{"VOID":543},{"EN":545,"VI":546},{"VOID":551},[30,31],[],[],[],{"impactFactor":32,"impactFactorByYear":1749,"i10Index":560,"i10IndexLast5Year":205,"totalPublication":561,"totalPublicationByYear":1750,"totalCitation":568,"totalCitationByYear":1751,"totalCitationPerPublication":579,"totalCitationPerPublicationByYear":1752,"hindexLast5Year":140,"hindex":140},{"2007":317,"2010":112,"2011":109,"2012":421,"2013":165,"2014":421,"2015":421,"2016":111,"2017":116,"2018":104,"2019":109,"2020":320,"2021":284,"2022":168,"2023":116,"2024":108},{"2002":51,"2003":51,"2004":47,"2005":352,"2006":142,"2007":131,"2008":147,"2009":139,"2010":278,"2011":138,"2012":69,"2013":206,"2014":137,"2015":69,"2016":196,"2017":563,"2018":209,"2019":564,"2020":565,"2021":566,"2022":530,"2023":567,"2024":428,"2025":281},{"2002":42,"2003":123,"2004":123,"2005":570,"2006":47,"2007":127,"2008":571,"2009":572,"2010":196,"2011":573,"2012":130,"2013":560,"2014":574,"2015":149,"2016":325,"2017":575,"2018":576,"2019":577,"2020":578,"2021":453,"2022":206,"2023":205,"2025":51},{"2002":194,"2003":116,"2004":365,"2005":581,"2006":582,"2007":226,"2008":583,"2009":584,"2010":585,"2011":586,"2012":228,"2013":585,"2014":587,"2015":588,"2016":589,"2017":232,"2018":590,"2019":591,"2020":592,"2021":593,"2022":347,"2023":318,"2025":316},{"impactFactor":28,"impactFactorByYear":28,"i10Index":595,"i10IndexLast5Year":596,"totalPublication":597,"totalPublicationByYear":1754,"totalCitation":609,"totalCitationByYear":1755,"totalCitationPerPublication":625,"totalCitationPerPublicationByYear":1756,"hindexLast5Year":142,"hindex":152},{"0":361,"1960":40,"1971":40,"1975":40,"1987":40,"1988":40,"1989":40,"1990":45,"1992":40,"1993":40,"1994":46,"1995":46,"1996":45,"1997":42,"1998":49,"1999":42,"2000":123,"2001":42,"2002":48,"2003":46,"2004":145,"2005":131,"2006":51,"2007":131,"2008":135,"2009":146,"2010":127,"2011":122,"2012":148,"2013":352,"2014":201,"2015":149,"2016":599,"2017":600,"2018":601,"2019":209,"2020":602,"2021":603,"2022":604,"2023":605,"2024":606,"2025":607,"2026":608},{"2003":149,"2004":150,"2005":201,"2006":196,"2007":157,"2008":436,"2009":328,"2010":611,"2011":612,"2012":333,"2013":522,"2014":613,"2015":520,"2016":614,"2017":615,"2018":616,"2019":617,"2020":618,"2021":619,"2022":620,"2023":621,"2024":622,"2025":623,"2026":624},{"2003":627,"2004":628,"2005":629,"2006":630,"2007":186,"2008":631,"2009":45,"2010":632,"2011":633,"2012":634,"2013":42,"2014":635,"2015":636,"2016":192,"2017":637,"2018":638,"2019":628,"2020":639,"2021":640,"2022":641,"2023":642,"2024":643,"2025":644,"2026":645},{"issue":1758,"pages":1759,"volume":1760},{"VOID":957},{"VOID":1520},{"VOID":1666},"2010-09-15",[],[1764,1766],{"id":28,"text":1765,"url":28,"identifiers":28},"Từ điển tiếng Hán hiện đại (bản bổ sung) , NXB Thương vụ, Bắc Kinh, 1996. (现代汉语词典（修订本）(1996)，商务印书馆，北京).",{"id":28,"text":1767,"url":28,"identifiers":28},"Lã Thúc Tương, Tám trăm từ tiếng Hán hiện đại, NXB Thương vụ, Bắc Kinh, 1996. (吕叔湘 (1996)，现代汉语八百词， 商务印书馆，北京.",{"id":1769,"createTime":1770,"updateTime":1770,"relativeEntities":1771,"slug":1772,"properties":1773,"entityType":911,"verifyStatus":26,"verifyTime":1770,"verifyNote":913,"languages":1784,"translateLanguages":28,"viewCount":32,"primaryUrl":1785,"fullTextUrl":1786,"authors":1787,"publicationType":933,"publisherRelationship":1825,"citationCount":28,"citationInfo":28,"publishDate":1852,"publishYear":1614,"citationAnalyzeStatus":1102,"lastCitationAnalyze":28,"indexDatabases":1853,"openAccess":28,"references":1854,"isForceReanalyzing":1036},"11fc086b-b50b-4f07-b799-ba533d3bf099","2024-07-25T05:19:51.525+00:00",[],"H%C3%8CNH-%E1%BA%A2NH-NG%C6%AF%E1%BB%9CI-L%C3%8DNH-M%E1%BB%B8-G%E1%BB%90C-DO-TH%C3%81I-TRONG-PHIM-T%C3%80I-LI%E1%BB%86U-QU%C3%82N-S%E1%BB%B0-CAMP-CONFIDENTIAL-AMERICA-S-SECRET-NAZIS-PH%C3%82N-T%C3%8DCH-THEO-QUAN-%C4%90I%E1%BB%82M-CH%E1%BB%A8C-N%C4%82NG-H%E1%BB%86-TH%E1%BB%90NG",{"abstract":1774,"title":1777,"keywords":1780,"doi":1782},{"VI":1775,"EN":1776},"Bài báo này mô tả một nghiên cứu ngôn ngữ học về hình ảnh người lính Mỹ gốc Do Thái trong bộ phim tài liệu quân sự Camp Confidential: America's Secret Nazis. Khung Ngôn ngữ học chức năng hệ thống của Halliday được nhóm tác giả chọn để phân tích các phát ngôn của hai cựu binh Mỹ gốc Do Thái, Arno Mayer và Peter Weiss. Kết quả cho thấy quá trình Vật chất được sử dụng chủ yếu, kế tiếp là các quá trình Quan hệ, Phát ngôn và Tinh thần. Vì các tham thể gắn liền với từng loại quá trình nên Hành thể (Actor) và Đích thể (Goal) của quá trình Vật chất là hai tham thể được sử dụng chủ yếu. Với thành tố chu cảnh, nếu yếu tố Định vị (Location) xuất hiện với tần suất cao nhất thì yếu tố Điều kiện giả định (Contingency) lại có tần suất thấp nhất. Các thành tố trong hệ thống Chuyển tác đều góp phần kiến tạo nên hình ảnh người lính Mỹ gốc Do Thái là những người Do Thái điển hình mang sự thù hận với Đức Quốc xã, là những người kỉ luật, luôn đặt nhiệm vụ lên đầu, và là những người giàu cảm xúc, biết kiểm soát chúng. Bài báo này cũng đã xác định được hai yếu tố có thể dùng để diễn giải cho điểm khác biệt trong ngôn ngữ được sử dụng bởi hai cựu binh: bản chất của vị trí công việc mà họ phải đảm nhận và nội dung mà họ đóng góp vào cốt truyện chung. Kết quả của nghiên cứu này đã góp phần kiến tạo hình ảnh người lính thân thuộc và gần gũi hơn so với các nghiên cứu trước đây. Nghiên cứu này được kì vọng góp phần cụ thể hóa ứng dụng của Ngôn ngữ học chức năng hệ thống trong các nghiên cứu ngôn ngữ, đặc biệt là các nghiên cứu về nghĩa biểu hiện cũng như về sự thể hiện hình ảnh của người lính qua phim tài liệu. ","This paper aims to explore the linguistic representation of Jewish-American soldiers in the military documentary named Camp Confidential: America's Secret Nazis. The theoretical framework used in this paper is Hallidayan Systemic Functional Linguistics. All clause simplexes produced by two Jewish-American veterans - Arno Mayer and Peter Weiss - were analyzed. The results showed that Material process was the dominant one, followed by Relational, Verbal, and Mental processes. As participants were inherent in the types of processes, Actor and Goal of Material process were the two most prevalent participants detected. While circumstances of Location were the most common, circumstances of Contingency occurred the least. These components of the transitivity system contributed to the representation of Jewish-American soldiers as typical Jews harboring hatred against Nazi Germany, disciplined people placing the mission first, and people who were rich in emotions and able to control them. This study also found that the difference in the language used by the two veterans could be ascribed to two factors: the nature of their job positions and the content they contributed to the storyline. The findings of this study have contributed to constructing a more familiar and relatable representation of soldiers compared to some previous studies. This study hopes to contribute to the existing body of literature on SFL by demonstrating SFL application in analyzing different types of texts, especially research into the representational meaning and the representation of soldiers in documentaries. ",{"EN":1778,"VI":1779},"THE REPRESENTATION OF JEWISH-AMERICAN SOLDIERS IN THE MILITARY DOCUMENTARY “CAMP CONFIDENTIAL: AMERICA’S SECRET NAZIS”: A SYSTEMIC FUNCTIONAL ANALYSIS","HÌNH ẢNH NGƯỜI LÍNH MỸ GỐC DO THÁI TRONG PHIM TÀI LIỆU QUÂN SỰ “CAMP CONFIDENTIAL: AMERICA’S SECRET NAZIS”: PHÂN TÍCH THEO QUAN ĐIỂM CHỨC NĂNG HỆ THỐNG",{"EN":1781},"SFL,representational 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(2020). The realization of experiential meaning in Up screenplay (BA thesis). Universitas Negeri Semarang.",{"id":28,"text":1858,"url":28,"identifiers":28},"Buchalski, T. (2013). The faces of war: Representing warrior archetypes, masculinity, and race in modern war films (MA thesis). University of Colorado.",{"id":28,"text":1860,"url":28,"identifiers":28},"Choudhry, A., & Chaudhary, F. (2020). Shattering conventional gender roles: Transitivity analysis of Disney's Zootopia. Journal of Languages, Culture and Civilization, 2(4), 221-234. https:\u002F\u002Fdoi.org\u002F10.47067\u002Fjlcc.v2i4.28",{"id":28,"text":1862,"url":28,"identifiers":28},"Cooper, N. & Hurcombe, M. (2009). Editorial: The figure of the soldier. Journal of War and Culture Studies, 2, 103-104.",{"id":28,"text":1864,"url":28,"identifiers":28},"Cserkits, M. (2021). Representation of armed forces through cinematic and animated pieces case studies. Journal of Advanced Military Studies, 12(1), 165-180. https:\u002F\u002Fdoi.org\u002F10.21140\u002Fmcuj.20211201008",{"id":28,"text":1866,"url":28,"identifiers":28},"Eggins, S. (2004). Introduction to Systemic Functional Linguistics. Continuum International Publishing Group.",{"id":28,"text":1868,"url":28,"identifiers":28},"Emamzadeh, Z. & Sabbar, S. (2016). How can cinema justify wars? A qualitative study on war justification in American cinema. Journal of Politics and Law,10, 18-25. https:\u002F\u002Fdoi.org\u002F10.5539\u002Fjpl.v10n1p18",{"id":28,"text":1870,"url":28,"identifiers":28},"Evans, B. (2020). Screen memories in true crime documentary: Trauma, bodies, and places in The Keepers (2017) and Casting JonBenet (2017). In Hubbell, A.L., Akagawa, N., Rojas-Lizana, S., Pohlman, A. (Eds.), Places of traumatic memory (pp. 263-283). Palgrave Macmillan Memory Studies. Palgrave Macmillan, Cham. https:\u002F\u002Fdoi.org\u002F10.1007\u002F978-3-030-52056-4_13",{"id":28,"text":1872,"url":28,"identifiers":28},"Halliday, M. A. K, (1994). An introduction to Functional Grammar. Edward Arnold.",{"id":28,"text":1874,"url":28,"identifiers":28},"Halliday, M. A. K. & Matthiessen, C. M. I. M. (2004). An introduction to Functional Grammar. Edward Arnold.",{"id":28,"text":1876,"url":28,"identifiers":28},"Halliday, M. A. K., & Matthiessen, C. M. I. M. (2014). Halliday's introduction to Functional Grammar. Routledge.",{"id":28,"text":1878,"url":28,"identifiers":28},"Halliday, M.A.K. (2004). Dẫn luận Ngữ pháp Chức năng. Translated by Hoàng Văn Vân. NXB Đại học Quốc gia Hà Nội.",{"id":28,"text":1880,"url":28,"identifiers":28},"Hoàng Văn Vân (2018). “Bánh trôi nước” and three versions of English translation: A Systemic Functional comparison. VNU Journal of Foreign Studies, 34(4), 1-35. https:\u002F\u002Fdoi.org\u002F10.25073\u002F2525-2445\u002Fvnufs.4279",{"id":28,"text":1882,"url":28,"identifiers":28},"Jenkins, P. (2022). What is the purpose of a documentary: How they work. Brilliantio. https:\u002F\u002Fbrilliantio.com\u002Fwhat-is-the-purpose-of-a-documentary",{"id":28,"text":1884,"url":28,"identifiers":28},"Lèo Thu Trang (2022). The representation of “B” in the true crime documentary “Abducted in Plain Sight” (BA thesis). University of Languages and International Studies - Vietnam National University, Hanoi.",{"id":28,"text":1886,"url":28,"identifiers":28},"Machin, D., & Mayr, A. (2013). Personalising crime and crime-fighting in factual television: An analysis of social actors and transitivity in language and images. Critical Discourse Studies, 10(4), 356-372. https:\u002F\u002Fdoi.org\u002F10.1080\u002F17405904.2013.813771",{"id":28,"text":1888,"url":28,"identifiers":28},"McGarry, R. & Ferguson, N. (2012). Exploring representations of the soldier as victim: From Northern Ireland to Iraq. https:\u002F\u002Fdoi.org\u002F10.1057\u002F9781137292254_7",{"id":28,"text":1890,"url":28,"identifiers":28},"McNab, A. (2010). Andy McNab: In the eyes of the army, the BBC stands ‘accused’ over drama. http:\u002F\u002Fwww.telegraph.co.uk\u002Fculture\u002Ftvandradio\u002F8164646\u002FAndy-McNab-In-the-eyes-of-the-Army-the-BBC-stands-Accused-over-drama.html",{"id":28,"text":1892,"url":28,"identifiers":28},"Matthiessen, C. M. I. M. (1999). The system of transitivity: An exploratory study of text-based profiles. Functions of Language, 6(1), 1-51. https:\u002F\u002Fdoi.org\u002F10.1075\u002Ffol.6.1.02mat",{"id":28,"text":1894,"url":28,"identifiers":28},"Nichols, B. (2010). Introduction to documentary (2nd ed., 1-14). Indiana University Press.",{"id":28,"text":1896,"url":28,"identifiers":28},"Nurhayati, N. (2016). A transitivity analysis on the animation movie dialogues of “Big Hero 6” directed by Don Hall and Chris Williams (Undergraduate). Skekh Nurjati State Islamic Institute.",{"id":28,"text":1898,"url":28,"identifiers":28},"Sihura, M. (2019). Transitivity process in Frozen movie: A study of Systemic Functional Grammar. International Journal of Systemic Functional Linguistics, 2(2), 79-85. https:\u002F\u002Fdoi.org\u002F10.55637\u002Fijsfl.2.2.1480.79-85",{"id":28,"text":1900,"url":28,"identifiers":28},"Thompson, G. (2014). Introducing Functional Grammar (3rd ed.). Routledge.",{"id":28,"text":1902,"url":28,"identifiers":28},"U.S. Army. (n.d.). Soldier’s Creed.",{"id":28,"text":1904,"url":28,"identifiers":28},"Woodward, R., Winter, T. & Jenkings, K. N. (2009). Heroic anxieties: The figure of the British soldier in contemporary print media. Journal of War and Culture Studies, 2, 211-223."]