TP CH KHOA HC V CNG NGH, I HC NNG - S ..

KHO ST TINH HNH NH GI K NNG VIT BC B1 KHUNG

CHUN NNG LC CHU U QUA TP BI TP CA SINH VIN NM 1
KHOA TING ANH TRNG I HC NGOI NG, I HC NNG
AN INVESTIGATION INTO THE PORTFOLIO-BASED WRITING ASSESSMENT AT LEVEL
B1 CFR FOR 1ST YEAR STUDENTS OF ENGLISH DEPARTMENT, COLLEDGE OF FOREIGN
LANGUAGES, DANANG UNIVERSITY
TM TT
Bi bo kho st tnh hnh nh gi k nng vit bc B1 theo khung chun nng lc Chu u qua tp bi tp
ca sinh vin nm 1 khoa Ting Anh trng i hc Ngoi ng, i hc Nng. S dng khung 4 yu t Tp
hp-La chn-Phn hi tiu chun ca tp bi tp v kin ca 40 sinh vin nm 1 t phiu iu tra, bi bo
phn tch hin trng ca vic p dng cch nh gi ny. Kt qu cho thy vic vn dung phng thc nh gi
k nng vit ca sinh vin nm 1 qua tp bi tp c nhng im tch cc v c nhng bt cp trong giai on
u ca chng trnh dy thc hnh ting tch hp cc k nng. Cc thng tin nh tnh v nh lng v thi ,
nhn thc v xut ca sinh vin c s dng lm c s cho cc xut b sung cho khung nh gi ang
c s dng.
T kha:

ABSTRACT
st

This article addressed the reality of the portfolio-based writing assessment at level B1 CEFR for 1 year
students of English Department, Colledge of Foreign Languages, Danang University. A descriptive framework of 4
principles Collection-Selection-Reflection-Projection was employed along with the the feedbacks collected from
st
the questionnaired delivered to 40 1 year students of English Department, CFL, Danang University for the
analysis of the situation of applying this kind of assessment. The findings show that the implementation of this
assessment has yielded both positive results and shortcomings in the initial year of the employment of an
framework of integrated skills. Feedbacks from students were treated as reflective consideration for the
recommendations for the improvement of this portfolio-based writing assessment at B1 level.

Key words: metaphor; cognitive metaphor; idiom; fire; language orietation;

1. t vn :

Lu nay, vic nh gi kin thc, k

nng ca cc b mn ting Anh, c bit l
k nng vit thng c thc hin thng
qua vic nh gi cc bi lm ring l, c
lp. Mt khc, cc nh gi, phn hi thng
ch do gio vin quyt nh. Vai tr ca sinh
vin l thc hin cc nhim v cng vic
c giao vi cc ch do gio vin quyt
nh. Phng thc nh gi ny khin cho
sinh vin th ng v khng thc c
tin trnh tich ly kin thc, hnh thnh nng
lc ting, v quan trng hn l, khng pht
huy c kh nng phn tch phn hi, nh
hng vic ra k hoch rn luyn cc k
nng ting. Mt vn quan trng na l,

vic xc nh cc trnh k nng ting

trc y thng mang tnh ch quan v
thiu mt c s nh gi khoa hc v h
thng. Cc k nng c ging dy v nh
gi ring l, thiu tnh tch hp v lin thng
theo mt khung chun nht nh. Xut pht
t bi cnh ny, chng ti mnh dn p dng
cch nh gi k nng vit theo khung chun
nng lc Chu u vi h thng tp hp cc
bi tp. Phng thc nh gi ny c
mt s tc gi nh ztrk & een (2007)
phn tch vi cc nhn nh tch cc nh
gip gim thiu cc cng thng trong hc v
nh gi k nng vit ng thi c nh
hng tch cc i vi vic ging dy ca
gio vin trong tng lai. Cng cho rng
phng thc ny c gi tr nh mt cng c
1

TP CH KHOA HC V CNG NGH, I HC NNG - S .

tch hp nh gi vo cc hot ng hc tp
v ging dy (). Trn tt c, y l cng c
cho sinh vin v gio vin xc nh, lm
sng t v t c cc mc tiu chng
trnh vn khng c nh gi bng phng
tin truyn thng.
Bt u t nm hc 2013-2014, cc
khoa dy cc hc phn thc hnh ting Anh
ca trng i hc Ngoi ng, i hc
Nng trin khai chng trnh tch hp cc
k nng ting theo khung chun nng lc
Chu u. c bit, sinh vin nm 1,2,3 c
dy k nng vit vi b gio trnh Solutions
v PET, FCE, CAE tng ng theo cc cp
B1, B2 v C1. Ngoi bi thi cui k,
phn nh gi k nng vit gia k c
thc hin vi phng thc nh gi qua tp
bi vit. Cho n thi im gn cui hc k
1 ca nm hc, h thng ny vn hnh
tng i tt v phng thc nh gi k
nng vit qua tp bi tp cng c sinh
vin hng ng vi thi kh tch cc.
h thng ny hon thin hn na, chng ti
tin hnh kho st cch nh gi ny qua
khung tiu chun 4 yu t Tp hp-La
chn-Phn hi-nh hng v phn tch
kin ca 40 sinh vin nm 1 t phiu iu
tra.
2. Mt s khi nim cn yu v tp cc bi tp
2.1. Tp cc bi tp
Theo ng cnh ca nh gi v ging dy
vit, mt tp bi tp (portfolio) c th c nh
ngha nh l mt tp hp cc vn bn m ngi
vit to ra trong mt qung thi gian nht
nh (Hamp-Lyons, 1991, tr.262) v tp hp ny
c th gm cc bi chn lc nhng khng nht
thit phi c gt gia, trau chut nh mt sn
phm hon chnh (Privette, 1993, tr. 60). C th
hn, tp cc bi tp l mt tp hp c ch ch
(nhn mnh ca tc gi bi bo) cc sn phm
ca ngi hc, phn nh qu trnh n lc, tin b
hay thnh tu ca ngi ((Arter, 1992). Tp
hp ny cng gm s tham gia ca ngi hc
vo vic la chn ni dung, cc tiu ch la
chn, tiu ch nh gi, v bng chng ca vic
t phn hi ca ngi hc (Paulson, Paulson, &
Meyer, 1991).
2

2.2. Cc nguyn tc v c im ca tp bi tp
V cc c trng c bn v tnh vn
ng pht trin ca tp cc bi tp, Yancey
(1992) xut cc nguyn tc v c trng sau:
1) TBT l mt su tp cc hc phm ca
mt tp lu tr ln hn. Trn l thuyt, tp lu
tr l ton b hc phm ca sinh vin, nhng
trn thc t thng l mt su tp nh hn
cc bi vit hon thnh trong lp hc, mt
chng trnh.
2) Qu trnh la chn: cc bi vit c
la chn thay i theo tnh hung ng cnh ha
TBT.
3) Qu trnh phn nh: l qu trnh mt
sinh vin gii thch vic hc ca mnh.
4) Qu trnh chuyn t: l qu trnh mt
tp cc bi vit s chuyn t mt ni dung v
ngi vit, v ci m ngi ny nh gi, v bi
cnh trong ngi vit thc hin bi vit.
2.3. Cc loi TBT
Theo mc ch ca lp hc/hc phn c
cc loi TBT sau y:
1) TBT cc hc phm (working
portfolio): l s su tp c ch ch cc hc
phm ca ngi hc theo tin hc tp da
trn cc mc tiu v ch dn r rng ca gio
vin. TBT hc phm cho php ngi hc nhn
li cng trnh ca mnh suy ngh cch hon
thin n trong tng lai. iu ny khc vi cch
lm truyn thng xem bn vit hc phm u
tin cng l hc phm cui cng.
2) TBT pht trin (developmental
portfolio) hay TBT nh gi (assessment
portfolio): ch s chn la cc hc phm ca
ngi hc vi mc ich ch ra tin nm vng
cc mc tiu t ra cho mt ch , ch im
hay hc phn, cung cp cc minh chng cho
thnh tu ca ngi hc trong mt qung thi
gian nht nh. TBT ny tng cng vic hc
qua qu trnh im li, vit li v nh gi hc
phm sau cng. TBT ny cho php chn on
cc phn hi thu c cc thi on gip nh
hnh cng vic ging dy v hc tp trong qu
trnh tip theo ca vic ging dy, hc tp v
nh gi.
3) TBT gii thiu hc phm (showcase
portfolio): a ra cc hc phm tt nht ca
ngi hc h tr v lp t liu cc thnh tu
trong mt hc phn hay mn hc hay bt k hot
ng hc tp no. iu ny i hi ngi hc
kh nng la chn t nhiu TBT hc phm vi

TP CH KHOA HC V CNG NGH, I HC NNG - S ..

mt tiu ch c th. Nhng tiu ch ny c th do

ging vin hay mt t chc gio dc quyt nh
hay c th c ngi hc hp tc cng ging
vin quyt nh.
2.4. Cc giai on pht trin TBT
Qu trnh pht trin TBT c th c chia
thnh 4 giai on nh sau:
1) Tp hp: qu trnh tp hp nhiu bi
vit lin quan n mc ch ca TBT v cc mc
tiu s t. Khng phi tt c cc bi thu thp
cho TBT u c np. Quan trng l phi ghi
ngy thng c th tin theo di s pht trin.
2) La chn: qu trnh quyt nh hc
phm no thc s c a vo TBT v hc
phm no cung cp cc minh chng cn v .
Ngi hc s quyt nh:
- a vo ci g
- a vo bao nhiu
- Ti sao mt hc phm ny li tt hn
hc phm kia
- Gi tr hc phm ny gp vo TBT
3) Phn nh: qu trnh gip ngi hc suy
ngm v hc phm ca mnh v la chn hc
phm ch ra s pht trin. Ngi hc ngy
cng tr nn trch nhim hn vi vic hc ca
mnh, thc hn vi vic hc v pht trin nng
lc th hin cc suy ngh ny trong TBT.
2.3. Cc thnh t ca TBT
1) Minh chng (evidence): lin quan n
tt c cc hc phm trong TBT gip ch ra mc
ch TBT, hon thnh cc yu cu ca nhim v
TBT v cung cp cc chng c thuyt phc v
pht trin kin thc, k nng v nng lc. Mi
minh chng c xem l mt mc bi (entry),
gm ch mt hc phm hay tp hp cc hc
phm c lin quan. C cc loi minh chng nh
sau:
- Minh chng hc phm mu (artefact):
l cc hc phm ca ngi hc nh l mt phn
thng phi c ca qu trnh dy/hc, gm cc
mu bi tp c giao nh bi lun, n, tm
tt, im tin ... hay bt c hc phm no c
pht trin trong hc phn/mn hc.

- Minh chng (reproduction): ghi li cc

s kin (qu trnh v hc phm) xy ra trong cc
hot ng dy-hc, gm tranh nh, m hnh, cc
hot ng c nhn v nhm, cc sn phm thuyt
trnh video v audio.
- Minh chng xc nhn (Attestation):
cc chng c cng vic ca ngi pht trin
TBT, vd nh th gii thiu, chng nhn v nh
gi ca b m, thy c gio, bn hc, hiu
trng ...
- Minh chng hu hc phm (production):
l cc thnh t quan trng chuyn ha su tp
hc phm thnh TBT m thiu n th cc hc
phm ch l tp hp v ngha lu gi cc bi tp
ca ngi hc. Loi minh chng ny gm:
+ Pht biu mc ch: gii thiu cho
ngi c kin thc, k nng v nng lc c
h tr bi minh chng TBT, ch ra cng dng
ca TBT. Minh chng mc ch ch ra trng tm
ca qu trnh pht trin TBT, l pht biu c
nhn v nh ca ngi pht trin TBT.
+ Ch gii (caption): l pht biu phn hi
gn vo mi mc bi ca TBT, m t mc bi
l g? Ti sao mc ny li c ngha, l minh
chng cho ci g? Mc ny c th hon thin
nh th no? C th nh mc ny cho thy g
v s lnh hi v nng lc ca ti?, Ti hc
c g? Ch gii ny gip ngi pht trin
TBT th hin s lnh hi kin thc mi bng t
ng ca mnh, v quan trng i vi ngi nh
gi khi qui cc gi tr cho (nh rt tt, nng
lc, bt u) cc minh chng ca mc bi.
+ Tm tt phn hi (Reflective summary)
t cui hay u ca TBT (hay mt mc ca
TBT) th hin nhng lnh hi mi nh nng lc
nh gi ph phn, chuyn i, tch hp hay p
dng kin thc, gip theo di cch ngi pht
trin TBT nm bt v hnh dung s pht trin,
cc nng lc. Tm tt ny c vit khi im
qua v t chc li TBT np v gip cung cp
vi tng v cc thch gp phi, d nh
tng li v s pht trin ca ngi pht trin
TBT.
3. Phng php tin hnh
Chng ti s dng khung 4 yu t ch
3

TP CH KHOA HC V CNG NGH, I HC NNG - S .

cc giai on pht trin ca TBT xem xt vic

thc hin nh gi k nng vit ca sinh vin
nm 1 cp B1. Bn cnh chng ti thu
thp cc thng tin phn hi ca sinh vin nm 1
vi phiu iu tra gm 8 cu hi v cc vn
lin quan n nh gi k nng vit ca sinh
vin. Cc d liu c x l theo nh tnh v
nh lng cho thynhn thc v thi ca
sinh vin nm 1 vi vic s dng phng thc
nh gi ny.

kh khn cho bn chm ln GV chm. y cng

l mt trong cc l do GV a ra gii thch
vic hon li cc giai on nh La chn, Phn
hi v nh hng sang hc k 2 nm 1, thm
ch nm 2 v 3.
i vi sinh vin:

4. Kt qu kho st

1. a s SV cm thy cc bi vit thit

thc p ng mc tiu giao tip i sng nh
vit email, bu thip (postcard), th thn
mt/trang trng (informal/formal letter), t ri
(leaflet), l lch trch ngang (profile).

Kt qu theo di kim tra tnh hnh thc

hin nh gi bng phng thc TBT c thc
hin vi nhm gio vin v nhm sinh vin qua
phng vn v phiu iu tra cho thy:

2. Hu nh tt c cc SV c kho st
khng gp kh khn khi s dng b cng c
chm vit Error Correct Keys chm cho bi
theo cp v nhm.

i vi gio vin:
1. hc k 1 ca nm 1, vic nh gi k
nng vit ca sinh vin c thc hin theo 2
phng thc: 1) chm cho gia cc SV/nhm
SV. Sinh vin s dng b cng c sa li vit
Error Correction Keys do khoa cung cp pht
hin v sa cha li bi vit. 2) GV chm v ghi
phn hi vo bi vit, sau SV s bin tp li
bi vit ca mnh.
2. Tt c cc SV u tham gia vit bi v
cui hc k 1, s lng bi mt SV phi np l
ti a 8 bi, ti thiu 5 bi.
3. Cc bi vit c thit k p ng yu
cu mc tiu hnh thnh v rn luyn cc k
nng vit bc B1 theo khung chun nng lc
Chu u.
4. Vic thc hin TBT mi ch dng li
giai on 1 Su tp hc phm di dng bi vit
theo yu cu ca GV. Cc bi vit ny c
chn t gio trnh tch hp k nng Solutions v
PET.
5. Mt s GV cm thy vic p dng TBT
hi qu ti v phi thc hin nhiu cng vic
ging dy cc k nng khc na ngoi s lng
bi chm vit hng tun.
6. Bn cnh mt s SV c th p ng yu
cu k nng vit theo mc tiu bc B1, mt s
SV cn mc nhiu li c bn trong din t, gy
4

3. Tt c SV u cho rng p dng chm

cho bi vit theo cp/nhm l c li cho vic n
luyn cc kin thc ng php v vit c bn.
4. a s SV cho rng vic p dng TBT
l cn thit cho vic nh gi k nng vit ca
SV ngay t nm 1
5. a s SV cho bit h c cung cp
cc ch dn v gii thch r v nh gi k nng
vit vi phng thc s dng TBT gm: .
B cng c sa li vit
T bi tp vit (Worksheet) (Task, date,
writers name, editors name)
Hng dn t chm v chm cho
Phn hi ca GV v sa li
im trung bnh gm: nh gi TBT gia
k (chm cho, phn hi GV, t bin tp trn c
s phn hi ca SV v GV) v im thi hc k
6. Mt s SV mun p dng cc giai on
sau ca TBT sm hn ngay trong nm 1 rn
luyn thi quen phn hi v nh hng cc mc
tiu hc tp.
7. a s SV cho rng vic p dng TBT
khin cho SV t tin hn trong vic c trch
nhim v vic hc tp ca mnh hn
8. Khng nhiu SV c thi quen gi li tt
c cc bi vit hoc c li v dnh thi gian
bin tp li cc bi np ln u

TP CH KHOA HC V CNG NGH, I HC NNG - S ..

9. Khng nhiu SV mun m rng p

dng TBT sang cc hc phn khc nh l thuyt
ting, vn hc, t nc hc

mnh rng t trong mt ngn ng khng ng

ngha vi ngha tng hp t s lng t n
trong ngn ng .
4.2. Quan nim truyn thng:

.
Mt s nghin cu trc y ca cc nh c
ng hc tri nhn v thnh ng v mt s khi
nim khc nh in mu v n d (Alexander
(1987), Danesi (1993), MacLennan (1994)). a
s cc nghin cu ny i su v cc khung ngn
ng ng dng tng th m cha nghin cu su
v bn cht v phc tp tri nhn ca thnh
ng. c bit cc nghin cu ny cha hoc c
cp nhng cha tht chi tit v cc vn
nh bn cht h thng ca thnh ng, cc quy
chiu nim v ngha ca thnh ng, bn cht
to sinh ngha ca thnh ng

T quan im ny, cc tc gi tp trung tm

hiu tm quan trng v cc vn ca thnh ng
trong bi cnh ging dy v hc tp ngoi ng.
Tuy nhin, quan nim li ca thnh ng theo
quan im truyn thng c th hin theo m
hnh nh sau:
NGHA C BIT CA THNH NG
NGHA CA T (HNH THC NGN NG)
HNH THC NGN NG V M HNH
CU TRC NG NGHA
V d c th:
HIT THE CEILING

4.1. nh ngha thnh ng ting Anh:

Hu ht cc nh ngn ng hc Anh cho
rng thnh ng bao gm hai hay nhiu t v
ngha ca nhm t ny nm ngoi ngha cu
thnh ca cc t bn trong nhm (Gairns v
Redman (1986), Carter v McCarthy (1988),
McArthur (1992), Longman Dictionary of
English Idioms, 1979, the Oxford Dictionary of
Current Idiomatic English, Vol 1 1975, Vol 2
1983, Alexander (1987) v Lattey (1986)). Cc
chng loi ca thnh ng ting Anh bao gm:
cm t n d (spill the beans l b mt), hon
d (throw up one's hands), cc cp t song song
(cats and dogs), cc thnh ng vi t it (live it
up), php so snh (as easy as pie), cc cu ni (a
bird in the hand is worth two in the bush), ng
t thnh ng (come up, trong 'Christmas is
coming up'), cc cm t thnh ng ng php (let
alone)
Theo quan im truyn thng ca Carter v
Mc Carthy (1988), thnh ng c xem nh l
mt cm t c bit. Thnh ng c xem nh
l vn ca ring ngn ng, l cc i tng
nghin cu ca t vng hc v c lp vi mi
h thng nim. Carter v Mc Carthy nhn

HIT, THE CEILING

(HIT THE CEILING)
Cu trc m hnh ha ny xut pht t quan
im truyn thng nh bn l thnh ng ch l
vn ca ring ngn ng. Nu thnh ng ch l
vn ca ring ngn ng, chng ta ch cn m
hnh ha c php v ngha ca chng. Theo quan
im truyn thng th ngha ca ngn ng tch
bit khi h thng nim v kin thc chung m
nhng ngi s dng chung mt ngn ng cng
chia s. T quan im ny cng s dn n s b
tc v hiu nhm trong vic dy v hc ngoi
ng khi cho rng cc cm t trong ngn ng tn
ti c lp vi h thng nim ca dn tc v
cng tn ti c lp.
C th hn, quan im truyn thng trc
cho rng ngha tn ti c lp vi ng cnh v tri
nhn ca con ngi. Do , y c th l c s
cho vic sp xp cc mc ca thnh ng trong
cc cun t in nh Longman Dictionary of
English Idioms (1979), Renton's Metaphorically
Speaking (1986), Chambers Idioms (1982), v A
Dictionary of American Idioms (1975). Theo cc
5

TP CH KHOA HC V CNG NGH, I HC NNG - S .

t in ny, c th thy cc thnh ng c xut

hin t LA c t ng gn nhau. Vic sp
xp ny c th c hu ch cho vic thng k c
bao nhiu thnh ng c t LA trong ting Anh.
Tuy nhin, s sp xp ny dng nh khng
phn nh c h thng tri nhn trong ngn ng,
c th l trong thnh ng.

ngha ca n c mi quan h vi cc t b phn

cu to nn thnh ng, m tht ra ngha ca n
cn xut pht t kin thc chung ca nhn loi
c phn nh qua h thng tri nhn ca con
ngi. Ni mt cch khc, thnh ng v mt bn
cht mang tnh tri nhn nhiu hn l thuc v
ngn ng.

V d:

V vy, chng ta cn da trn kin thc

chung v h thng tri nhn ca con ngi
hiu v thnh ng mt cch su sc v ng n.
V vy, ngha ca thnh ng c cho l khng
v on (Lakoff 1987 v 1993, Gibbs 1990 v
1994). Chnh kin thc chung ca con ngi to
ra c s v l do to ngha chung ca thnh ng.
iu ny c th i ngc li mt s l thuyt cho
rng thnh ng l cc cp hnh thc t c hnh
thc ngha mang tnh v on. Theo Lakoff
(1987), l do ng ngha (motivation) khc vi
qu trnh d on. Khi chng ta ni rng ngha
ca mt thnh ng no c tnh nguyn do
khng c ngha rng ngha ca n hon ton c
th on trc c. Ni mt cch khc, chng
ta hon ton c th hiu v on c ngha ca
thnh ng bng cch hiu v tri nhn ngha ca
cc t lin quan (begin c lin quan vi spark v
off). Tuy nhin, trong mt vi trng hp (v d:
hit the ceiling), chng ta khng th c c ng
lc tri nhn tm ra ngha ca n.

(1) He was spitting fire.

(2) The fire between them finally went out.
(3) The painting set fire to the composer's
imagination.
(4) Go ahead Fire away.
Ngoi ra, cn mt cch sp xp thnh ng
khc theo mc l kiu sp xp ca Roget's
Thesaurus. S sp xp ny c th hin qua v
d sau:
(5) The killing sparked off riots in the major
cities.
(6) He was burning the candle at both ends.
(7) The bank robber snuffed out Sam's life.
(8) The speaker fanned the flames of the crowd's
enthusiasm.
Trong nhng thnh ng ny, tt c u c
cha cc cm t lin quan n la v cc hot
ng, phm tr ca la bao gm s bt u
(sparked off), s kt thc (snuffed out), la nh
l ngun nng lng (burn), la mnh m nh
th no (fan the flames). T nhng v d ny,
chng ta c th thy, bn cnh t LA, mt s
nhng t ng khc c lin quan n phm tr
LA nh l burn, candle, snuff, fame cng c
s dng v c nh gi c s lin quan v mt
ng ngha tri nhn.
T nhng v d ny cho chng ta thy rng
chnh nhng min tri nhn lin quan n LA
ch khng phi chnh t LA tham gia vo
trong qu trnh tham gia to ra cc cm t mang
ngha thnh ng. V cng chnh t s phn tch
v d ny m chng ta c th kt lun rng nhiu
hoc i b phn thnh ng l sn phm ca h
thng tri nhn ca con ngi ch khng ch
thun ty l sn phm ca ngn ng ni ring.
Mt thnh ng khng ch l mt cm t m
6

Cc t kha quan trng trong thnh ng

c to thnh bi c ch tri nhn gn lin vi
cc min kin thc dn n s tri nhn ngha ca
cc thnh ng. Cc kiu c ch ny bao gm n
d, hon d v s dng kin thc chung ca
nhn loi (Lakoff 1987). T y, c th trnh by
cc ng lc tri nhn cho thnh ng theo Zoltan
Kovecses v Peter Szabo (2013) nh sau:
Ngha thnh ng: ngha ton din ca mt
thnh ng
C ch tri nhn: n d, hon d, kin thc min
Min tri nhn: mt hay nhiu min kin thc
Hnh thc ngn ng v ngha ca n: cc t
ng trong thnh ng v cn hnh thc cu trc
cng ngha ca t
5. n d tri nhn trong thnh ng:
C th ni rng n d mang n cho con

TP CH KHOA HC V CNG NGH, I HC NNG - S ..

ngi s hiu bit v mi quan h ca hai min

kin thc. Mt min kin thc thuc v vt l rt
quen thuc, c th miu t c, min cn li c
thuc tnh tru tng, t quen thuc hn v kh
miu t. Min kin thc th nht gi l min
ngun, min th hai gi l min ch. Min
ngun c s dng cung cp cc hiu bit
cho min ch. Trong cc v d trn, min kin
thc v la c s dng hiu v cc khi
nim m nhiu trong s nhng khi nim ny l
cc khi nim miu t v th hin xc cm. Cc
khi nim v xc cm v quan h c nhn
thng gn lin c bit vi n d tri nhn.
Nhng lm th no n d tri nhn cung cp
ng lc v ng ngha ca cc t c bit xut
hin trong thnh ng. tr li iu ny, hy
cng nhn li nhng v d trc y. Trong cm
t spit fire, phm tr la c s dng hiu
v s gin d l do s gin d c hiu
thng qua khi nim la. Theo cch gi ca ng
ngha hc tri nhn, chng ta c th ni GIN
D L LA l n d tri nhn. Trong cu The
fire between them finally went out, n d tri
nhn trong thnh ng ny l: TNH YU L
LA. Trong cu The painting set fire to the
composer's imagination", n d tri nhn y l
TR TNG TNG L LA. Trong cu
The killing sparked off riots, XUNG T L
LA. Trong burning the candle at both ends,
NNG LNG L NHIN LIU CHO LA.
Trong trng hp ca snuff out, CUC I
L NGN LA. Trong fan the flames, S
NHIT TNH L LA.
Do , c th kt lun n d tri nhn v la
trong thnh ng nh sau:
ANGER IS FIRE

GIN D L LA

LOVE IS FIRE

TNH YU L LA

IMAGINATION IS TR TNG TNG

FIRE
L LA
CONFLICT
FIRE

IS XUNG T L LA

ENERGY IS FUEL NNG LNG L

FOR THE FIRE
NHIN LIU CHO
LA

ENTHUSIASMS
FIRE

S NHIT TNH L
LA

Nhng kiu n d tri nhn nh th ny

ging nh nhng nhn t kt ni gia mt phm
tr c th (v d nh LA) vi mt phm tr
tru tng ( s gin d, tnh yu...). Tuy nhin,
vn cn rt nhiu n d tri nhn s dng LA
lm min ngun, ngoi nhng v d trn. Nhng
kiu n d tri nhn nh nu trn vic s dng
cc t spark off, fire, go out, burn the candle, fan
the flames trong thnh ng. Khi nhn li m hnh
cu trc ca cc n d tri nhn , chng ta c
th hiu ti sao cc thnh ng nu c ngha
v cc phm tr tru tng nh tnh yu, s gin
d. Nguyn nhn l cc n d tri nhn chnh l
cu ni gia cc phm tr khc nhau v tn ti
mt cch c lp nhau. Chnh nh mi quan h
ca cc phm tr ny trong h thng tri nhn, n
d tri nhn cho php chng ta s dng cc t
ng t mt phm tr ny (LA) ni v phm
tr khc(S GIN D, TNH YU). Cc thnh
ng c nhng t ng ny (nh l (LA) s ng
ni v cc phm tr ch no (nh l S
GIN D). y l kt qu ca s tn ti ca n
d tri nhn. gip cho vic hiu thnh ng c
n d tri nhn, chng ta c th m hnh ha cu
trc ng ngha ca chng nh sau:
V d: to split fire
Ngha thnh ng c bit: 'be very angry'
C ch n d tri nhn

: ANGER IS FIRE

Cc phm tr tri nhn

: FIRE and ANGER

Hnh thc ngn ng

: spit fire

Ngha ca cc hnh thc ngn ng

: 'spit', "fire'

R rng l ngha ca cm t spit fire phc

tp hn rt nhiu cm t be very angry. V
cng phi nhn thy rng ngha ca nhiu thnh
ng s hon ton khng c thc y to sinh
tr phi chng ta xem xt mi quan h qua li
gia ngha v h thng tri nhn ca chng ta
c cu to thnh bi n d tri nhn phm vi
ln. Ni ng hn, ngha ca nhiu thnh ng
ph thuc v khng tch bit vi h thng tri
nhn ca con ngi.
iu cn khng nh l (1) n d tri nhn
7

TP CH KHOA HC V CNG NGH, I HC NNG - S .

tn ti v c hiu lc v mt tm l v (2) rt
nhiu thnh ng khng phi ch l cc cm t
ngn ng bit lp m chng c mt min ngun
c minh ha hiu v ng v mt min
ch th hai. V phng din ln hn, c th ni
rng khi n d tri nhn tn ti th lc thnh
ng (hoc bt c chui ngn ng no) khng th
l cm t bit lp khi ng cnh, kin thc tri
nhn chung ca con ngi.
C th tm thy nhng v d tng t v
n d tri nhn v LA trong thnh ng nh sau:
GIN D L LA
After the row, he was spitting fire
(Sau v ci c, anh ta ni gin ng ng)
Smoke was coming out of his ears
(Anh y ang ni nng)
He is smoldering with anger
(Anh y ang gin d)
She was filming
(C y ang gin gi)
Boy, am I burned up
(Ti c ang ni in ln khng nh)
TNH YU L LA
The fire between them finally went out (La
tnh gia h cui cng tt)
I am burning with love
(Ti ang rng rc yu thng)
She carries a torch for him
(C yu bn tnh vi anh y)
The flames are gone from our relationship
(Tnh yu chng ti ngui lnh)
TR TNG TNG L LA
The painting set fire to the composers
imagination
(Bc tranh khi ngun cho tr tng tng
ca anh y)
His imagination caught fire
(Tr tng tng ca anh y bng chy)
Her imagination is on fire
(Tr tng tng ca anh y bng chy)
8

The story kindled the boy's imagination

(Cu chuyn thp la cho tr tng tng
ca cu b)
XUNG T L LA
The killing sparked off the riot
(Cc v git chc lm bng n cc cuc bo
lon)
The flames of war spread quickly
(Cuc chin tranh lan rng nhanh chng)
The country was consumed by the inferio of
war
(t nc b thiu ri bi chin tranh)
They extinguished the last sparks of the
revolution
(H dp tt nhng tia la cui cng ca cuc
cch mng)
NNG LNG L NHIN LIU CHO
LA
Don't burn the candle at both ends (ng c
lm vic ct lc nh vy)
I am burned out
(Ti sc lc cn kit)
I need someone to stoke my fire
(Ti cn ai gi la cho tnh yu ca ti)
S NHIT TNH L LA
The speaker fanned the flames of the crowd s
enthusiasm
(Ngi pht ngn lm dy ln ngn la nhit
tnh ca m ng)
The team played so well that the crowd
caught fire
(i bng chi hay n ni lm m ng
bng bng kh th)
He was burning with excitement
(Anh y ang hng hc phn khi)
Her enthusiasm was ignited by the new
teacher
(La nhit tnh ca c y c thp ln bi
c gio mi)
Gibb (1990) cho rng con ngi c kin

TP CH KHOA HC V CNG NGH, I HC NNG - S ..

thc ngm v bn cht n d ca thnh ng.

Kin thc ngm ny tht d tm ra nu chng
ta xem xt bc tranh tinh thn ca ngi ni v
thnh ng. V d: Gibb v Obnen (1990) tm
hiu hnh nh v kin thc truyn thng ca con
ngi khi c yu cu to nn hnh nh tinh
thn ca thnh ng. H xem xt 5 b thnh ng
c ngha thnh ng tng t nhau ni v s tit
l b mt (spill the beans, let the cat out of the
bag, blow the whistle), s gin d (blow your
stack, flip your lid, hit the ceiling), s in lon
(go off your rocker, lose your marbles go to
pieces), s gi b mt (keep it under your hat,
button your lips hold your tongue). Nhng ngi
tham gia th nghim c yu cu a ra nhng
suy ngh v bc tranh tinh thn ca h v nhng
thnh ng trn v c t cc cu hi v hnh
nh m h suy ngh. Kt qu cho thy rng cu
tr li v hnh nh tinh thn ca cc thnh vin
tham gia th nghim ny gn nh ging nhau.
Tm li, cc thnh ng c con ngi hiu
bng hnh nh v kin thc ging nhau l do c
s tn ti ca n d tri nhn trong h thng tri
nhn ca ngi Anh.
Cui cng, cng cn phi nhn nhn thm v
ngha chnh xc v mc , v biu cm v
ln nh ca ngha khi tm hiu v n d tri nhn.
T quan nim chung v quan h gia min
ngun v ch, c th cu trc c th hn cc c
tnh v thuc tnh c lin quan ca hai min
ngun v ch, t lm nn tng cho vic hiu
ngha ca cc thnh ng su sc hn.
V d i vi phm tr tri nhn v LA:
Th ang chy chnh l trng thi ca con
ngi

La l trng thi (yu, gin, tng tng)

Nguyn nhn gy ra la l nguyn nhn gy
ra trng thi
S khi ngun ca la l khi ngun ca
trng thi

S tn ti ca la l s tn ti ca trng thi

S kt thc ca la l s kt thc ca trng

thi
iu ny c ngha l khi thc hin qui chiu,
chng ta khng nhng s dng qui chiu mt
thc th, mt s kin min ny cho min kia
m cn qui chiu nhng kin thc c c i
vi phm tr min ny cho min kia. V d:
Khi qui chiu la, ngi ta cn qui chiu kin
thc v la l, khi la bng chy mnh ngha
l rt kh kim sot, do d rt nguy him.
Cng nh vy i vi cn gin ca con ngi,
khi cn gin ln cao th con ngi khng kim
sot c hot ng, v do con ngi lc ny
rt nguy him.
6. Kt lun:
Bi bo ny trnh by cc c trng cn
bn ngn ng hc tri nhn, ng ngha hc tri
nhn nh l tin cho s tm hiu v c ch
ca hot ng tri nhn ng ngha trong thnh
ng ting Anh. Mt trong nhng c ch l n
d tri nhn. Bi bo tp trung tm hiu c ch
v ni dung tri nhn ca LA trong mt vi
thnh ng ting Anh. Kt qu phn tch cho thy
rng, thnh ng v ngha thnh ng khng th
ch l vn ca ring ngn ng m phi l vn
ca tri nhn, ca tm l v kin thc qui c
chung ca con ngi.

TI LIU THAM KHO:

Ting Vit:
[1] Triu Dim Phng, (2011), Dn lun ngn ng hc tri nhn, NXB H QG H Ni (o Th H
Ninh dch)
[2] A Dictionary of American Idioms (1975).
[3] Alexander, R. J , (1987), Problems in understanding and teaching idiomaticity in English,
Anglistik uttd Enghschunterncht 32 105-22.
[4] Carter, R and M. McCarthy, (1988), Vocabulary and Language Teaching London, Longman
9

TP CH KHOA HC V CNG NGH, I HC NNG - S .

Chambers Idioms.
[5] Danesi, M, (1993), Metaphorical competence in second language acquisition and second
language teaching, The neglected dimension in J E Alans (ed) 1993 Georgetown University
Round Table on Language and Linguistics 1992 Washington, DC, Georgetown University Press.
[6] Gairns, R and S Redman, (1986) Working with Words, Cambridge University Press.
[7] Gibbs, R W, (1990), 'Psycholinguists studies on the conceptual basis of idiomaticity', Cognitive
Linguistics 1-4 417-51.
[8] Gibbs, R. W, (1994), The Poetics of Mind, Cambridge University Press.
[9] Lakoff, G. (1987), Women, Fire, and Dangerous Things What Categories Reveal about the Mind,
Chicago University of Chicago Press.
[10] Lakoff, G. (1993), 'The contemporary theory of metaphor' in A Ortony (ed) 1993, Metaphor and
Thought (2nd edn ) Cambridge University Press.
[11] Lattey, E. (1986), 'Pragmatic classification of idioms as an aid for the language learner' IRAL
XXIV/3 217-33
[12] Longman Dictionary of English Idioms (1979),
[13] Longman Dictionary of English Idioms, (1979) the Oxford Dictionary of Current Idiomatic
English
[14] MacLennan, C H G. (1994) 'Metaphors and prototypes in the learning/teaching of grammar and
vocabulary' IRAL XXXI1/2 97-110
[15] McArthur, T, (1992) The Oxford Companion to the English Language, Oxford University Press.
[16] McCarthy, M and R. Carter, (1994) Language as Discourse, London Longman.

Journal of Language and Linguistic Studies

Vol.3, No.2, October 2007
The Effects of Portfolio Keeping on Writing Anxiety of EFL Students
Hande ZTRK Sevdeer EEN
mhande78@yahoo.com sevdeger@hotmail.com
kt lun
Why use a portfolio?
It supports new instructional approaches that emphasize the students role in constructing
understanding and the teachers role in promoting understanding
It is valued as a tool that can integrate assessment into teaching and learning activities
It is a tool for students and teachers to identify, clarify, and achieve curriculum objectives that cannot
be assessed by traditional means
It promotes self-assessment by enabling students to generate criteria for good work
When well implemented, it empowers students to take charge of their learning, thus providing the
foundation for lifelong learning

10