Thesis information "Survey on the use of syntactic combinations in the language of preschool children (4-5 years old) in some kindergartens in Hanoi", by HVCH Dinh Thi Hanh, majoring in Linguistics.1. Full name of student: Dinh Thi Hanh 2. Date of birth: November 1, 1983 3. Gender: Female 4. Place of birth: Nam Dinh 5. Decision to recognize student No: /QĐ/XHNV-KH&SĐH, dated November 2, 2007 by the President of the University of Social Sciences and Humanities, Vietnam National University, Hanoi 6. Changes in the training process: None 7. Thesis topic: "Survey of the use of sentence combinations in the language of preschool children (4-5 years old) in some kindergartens in Hanoi", 8. Major: Linguistics. Code: 60 22 01 9. Scientific advisor: Prof. Dr. Ly Toan Thang - Institute of Lexicography. 10. Summary of the results of the thesis: The thesis has surveyed and described 857 corpora to identify the structure of sentence combinations in the language of preschool children. The research results show the richness of sentence combinations. Among the sentence combinations, simple sentence combinations account for the largest proportion. However, complex sentence combinations have the most diverse expressions. These are sentence combinations in the form of sub-sentences "nested" within sentences. In addition, preschool children also use quite a lot of isomorphic and main-subordinate compound sentence combinations. However, with compound sentence forms, children often do not pay attention to the use of words with a connecting function or even do not use the main component in the latter part (there is a phenomenon of omission). Therefore, preschool children still create dialogues that are incomplete in grammatical structure and have ambiguous meanings. From a semantic perspective, in the descriptive sense, situations can be expressed very richly in sentence combinations. The situation can be expressed in its fullest form (as the core of the sentence, as the clause of the compound sentence) or can be reduced in its subject (the predicate is verbs, adjectives, etc.). In addition, children often change the direction of the situation in the sentence combinations. Not only is the content of the situation diverse, but the semantic roles in the sentence combinations are also very rich, with 11 semantic roles. In terms of modal meaning, children's sentence combinations often express the following modal forms: listing, reporting, contrasting, selecting, and increasing with many different means of expressing modals. Entering preschool age, children have a great need to present their thoughts, emotional states, etc. to those around them. One of them is that children use argumentative relationships to convince listeners. In the argument, children can give one or three arguments to lead to conclusions according to their intentions. In which, there are explicit conclusions but there are implicit conclusions. One of the unique features in the sentence combinations of preschool children is that they have begun to know how to create linguistic expressions to improve communication effectiveness. By "intentionally" violating the rules of pragmatics, children have used sentence combinations to serve their own thoughts, actions, and emotions, in which the most prominent is that the linguistic expressions have helped children perform actions such as criticizing, begging, and whining... without having to speak directly. 11. Practical application: - Provide preschool teacher students with the current situation of using sentence combinations in preschool children. - Provide preschool teachers with the current situation of using sentence combinations by children. From there, preschool teachers will choose measures to help children use grammar models more proficiently and help children express their thoughts coherently. 12. Further research directions: - Research sentence combinations in the language of preschool children (3-6 years old). - Research on measures to help preschool children use correct and effective sentence combinations to help children develop coherent language. 13. Published works related to the thesis: None.
INFORMATION ON MASTER'S THESIS
1. Full name of student: Dinh Thi Hanh 2. Date of birth: November 1, 1983 3. Gender: Female 4. Place of birth: Nam Dinh 5. Student recognition decision No.: 2511/ QD / XHNV-KH & SDH, on November 2, 2007 of the Rector of the University of Social Sciences and Humanities, Vietnam National University, Hanoi. 6. Changes in the training process: None 7. Title of thesis: " Surveying the use of syntactic combination in the language of preschool children (4-5 years old) at some kindergartens in Hanoi " 8. Major: Linguistics. Code: 60 22 01 9. Scientific supervisor: Prof. Dr. Li Toan Thang - Dictionary Institute. 10. Summary of the results of the thesis: The thesis in which there are the survey, description of 857 datas to identify the structure of the combination syntax in the language of preschool children (4 -5 years old). Research results show the abundance of syntax combinations. Among the syntax combinations, single syntax combination accounts for the largest proportion. However, it is the complex syntax combination that has the most diversity of expressions. This is a type of syntax combination “sub-syntax overlapped in the syntax”. In addition, preschool children use a bit lot of syntax combinations of coordinated compounds and as well principal and accessory compounds. However, with the form of compound syntax, children often do not pay attention to the use of words operating to link or they do not even use the main components in the latter clause (with symptoms of omission). Therefore, preschool children still create incomplete dialogues of grammar structures, the meaning is still ambiguous. From a semantic point of view, the fact is likely to express very richly in the syntax combinations. The situation may be the most complete expression in the form (the core of sentences, a clause of compound sentence) or may be omitted participating elements (the predicate elements are the verbs, adjectives, etc.). Besides, the children often shift the situation in the syntax combinations. Not only there is diversity in the content of situation but in the syntax combinations, roles of meaning are also redundant that is also very rich, with 11 meaning roles. In terms of the modality, the syntax combination of children is often expressed in the following states: list, report, opposition, option, increasing with several means of expression of different modalities. Step to 4 – 5 years old, the children have huge demand in the presentation of their thoughts, emotions ... with the surrounding people. One of them is that the children use argument relations to convince the listener. In argument, the children can make one or three foundations to lead to the conclusion in the mind of the children. In which, there are some explicit conclusions and implicit conclusions. One of the special features in the syntax combination of preschool children is to start to create imitation to improve the efficiency of communication. With the "willfulness" of violating the rules of language, the children have used the syntax combination to serve their thoughts, actions, emotions, of which, the most prominent implicature helped the children achieve critical and begged actions ... without speaking directly. 11. Applicability in practice: - Can be applied to the provision for preschool student teachers of preschool education on the status using the syntax combination in preschoolers. - Can be applied to the provision for preschool teachers with the real situation of the use of the syntax combination of the children. From there, the preschool teachers will select measures to help children use more fluently grammatical patterns and help children learn to express their coherent thoughts. For example, measures: 12. Further research directions: - The syntax combination study in the language of preschool children (3-6 years old). - Research measures to help preschool children use the syntax combinations effectively and exactly in order to help children develop coherent language. 13. The published works related to the thesis: N/A
