proposal nhap

7/23/2019 Proposal Nhap

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PLANNING YOUR PROPOSAL(your plan should not includemore than 25 !ords"

Due date: 6 September, 2015.

A proposal is a succinct summary of the ideas that will shape your study. ach of

the !rst four parts of your !nal proposal should be between 100 and 150 words

in len"th, #U$ $%& $O$AL 'US$ NO$ &)&&* 5 +OR*S. #ords in the

reference list are not counted. $ou can use this wor%sheet to help you plan your

ideas. $ou can also write your !nal proposal in these bo&es, if you wish. An

electronic copy of this wor%sheet is a'ailable on (oodle. )f you do not wish to use

this wor%sheet for your !nal proposal, use the headin"s to indicate where the

'arious parts of your proposal start.

,I-& R&.UISI$& PAR$S POIN$S YOU +IS% $O )ONSI*&R

1. )mportance of your research

*+-/ A-D -A 3$4 he study will shed li"ht intointelan"ua"e system of learner

seful material for further in'esti"ation

into di7erent !elds of study

intelan"ua"e pra"matics, lin"uistics,

second lan"ua"e ac8uisition, teachin"

authentic lan"ua"e

2. 'erall aims of your study *3

S(A 9A 3 3$

/A()-D4

he study aims to in'esti"ate the use

of discourse mar%ers of an ad'anced

learner. he participant is a "raduate

student in atrobe uni'ersity. here are

se'eral reason why this person has

been chosen for the study. irst, the

author plan to in'esti"ate someon from

the same country she wished to teach

as this may pro'ide useful insi"ht forher future teachin" career and th

students she is "oin" to wor% with in

the future.

he researcher has been inspired to

sstudy this feature of lan"ua"e due

how di7erent between nati'e spea%ers

and non nati'e spea%ers in usin"

discourse mar%ers in their speech. 3ow

it re;ect the interpersonal aspects andma%e the speech personal . non nati'e


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spea%er sound too formal and . how a

learner, despite iat a low le'el of

pro!ciency, but accustomed to the

culture < naturalistic learners, sound

more natural and not award, compare

to i"h=le'el learner but without real

e&posure to the community of the

tar"et lan"ua"e. .

to her e&perience of studyin"

approach. She notice

)n term of the moti'ation, the

researcher hopes this study shed li"ht

into the use and ac8uisition mar%ers,

which is a natural aspet of nati'e

spea%er communicati'e competence

but has been ne"lected in n"lish te&tboo%s and curriculum as well as

teacher plannin" and teachin". his is

a call into action for what authentic

lan"ua"e and communicati'e

competence to teachin" can ena"e and

personali>e each learner?s learnin"

e&perience

#hy focus on a certain "roup of

discourse mar%ers@

irst , these rarely appear in learnin"and teachin" materials. Second,

hypothesis is that other discourse

mar%ers more or lesss has

beeenmentioned , especially can

appear in written te&t as well and what

learners has been tau"ht is the one

nearere to te&tual oriented function,

structurin" and or"ani>in" aspects and

focus on semantic meanin" of these

mar%ers.hat does not mean that the current

study will not in'esti"ate these uses of

the discourse mar%ers. As had been

discussed in the lit re'iew, the use of

discourse mar%ers multi function. ach

mar%ers and the way they employed in

the participant speech will be

e&amined fully to. not separet one

use o'er another . as muller said , one

mar%ers may ha'e one core meanin" ina cetain situatuuion of speech, but sub


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function.

'erloo% other aspects not interested

in will be misleadin". (ultifunctionality

approach to re;ect the ;e&ile nature,

in'entory use of thse mar%ers

. (ethods 1: 3ow the study will be

conducted )nformal con'ersation which is the

most li%ely situation in whichthese

mar%ers will appear. he topic

willre'ol'e around daily stu7 and the

participant?s life to ma%e sure she feel

comfortabl. 3owe'er, the participant

will not be informed which feature is

the focus of the study to ma%e surethat the con'eesation "oin" natrurally

and the data is not fa%ed re;ect the

natual lan"ua"e use of the participant.

After the inter'iew, if the participant

re8uest, the researcher can tell her and

send a copy of the data

**** monolo"ue and dialo"ue: how the

particiBant chan"e the discourse

mar%er in a non=communicati'e

situation. Dialo"ue re8uire interaction

and concern about the other partners

aware of this or not. here are se'eral

mar%ers under discussion is supposed

to ha'e both structurin" and

interpersonal as well. est will they be

used or not how they are used

C. (ethods 2: #hy it will be conducted

in this way *A A+ 3$4

5. ey eferences: -ot in word count


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