Tạp chí Khoa học Ngoại ngữ - Quân sự (Số 12 – 3/2018)

HỘI ĐỒNG CHỈ ĐẠO<br /> Chủ tịch<br /> Thiếu tướng, GS.TS. ĐẶNG TRÍ DŨNG<br /> Phó chủ tịch<br /> Đại tá, PGS.TS. NGUYỄN TRỌNG HẢI<br /> Ủy viên<br /> Thiếu tướng, PGS.TS. QUẢN VĂN TRUNG<br /> Đại tá, TS. TRẦN NGỌC TRUNG SỐ 12 - 3/2018 ISSN 2525 - 2232<br /> Đại tá, ThS. PHẠM QUANG HẢI<br /> Đại tá, PGS.TS. MA ĐỨC KHẢI<br /> Đại tá, TS. TRỊNH THỊ THÚY<br /> ĐẶNG TRÍ DŨNG - Nâng cao chất lượng đào tạo ngoại ngữ trong Quân đội đáp 3<br /> ứng yêu cầu hội nhập quốc tế<br /> <br /> TỔNG BIÊN TẬP<br /> LÝ LUẬN CHUYÊN NGÀNH<br /> Đại tá, PGS.TS. NGUYỄN TRỌNG HẢI<br /> TRẦN THỊ MINH THỤC - Tình thái ngôn ngữ và các phương tiện biểu đạt tình thái 11<br /> ngôn ngữ trong tiếng Pháp<br /> PHÓ TỔNG BIÊN TẬP<br /> Trung tá, TS. NGUYỄN THU HẠNH NGUYỄN THỊ BÍCH HẠNH - Ẩn dụ ý niệm “con người là cây” trong thành ngữ, 20<br /> tục ngữ tiếng Việt<br /> <br /> BAN BIÊN TẬP PHƯƠNG PHÁP GIẢNG DẠY<br /> Đại tá, TS. ĐINH QUANG TRUNG NGUYỄN NGỌC THÚY ANH - Chữ Hán đa âm thường dùng trong tiếng Hán 32<br /> Đại tá, ThS. DƯƠNG VĂN TUYỂN hiện đại và ứng dụng vào việc dạy - học tiếng Hán tại Việt Nam<br /> Đại tá, TS. BÙI THỊ THANH LƯƠNG<br /> Thượng tá, ThS. LÊ CÔNG PHÁT ĐỖ THỊ THU GIANG - Tiếng Pháp chuyên ngành và những nguyên tắc cơ bản 44<br /> trong xây dựng chương trình giảng dạy tiếng Pháp chuyên ngành<br /> Trung tá, TS. TRẦN THỊ MINH THỤC<br /> Trung tá, TS. NGUYỄN THU HẠNH PHÙNG THỊ TUYẾT - Lỗi ngữ pháp thường gặp ở giai đoạn sơ cấp của sinh 52<br /> Thiếu tá, TS. ĐOÀN THỤC ANH viên chuyên ngành tiếng Trung Quốc khoa Ngoại ngữ - Đại học Thái Nguyên<br /> <br /> <br /> VĂN HÓA - VĂN HỌC<br /> THƯ KÝ - TRỊ SỰ<br /> NGÔ THANH MAI - Không gian và thời gian nghệ thuật trong truyện tranh 58<br /> Trưởng ban<br /> Nhật Bản<br /> Thiếu tá, ThS. NGUYỄN TUẤN ANH<br /> Ủy viên<br /> DỊCH THUẬT<br /> Thiếu tá CN, ThS. HOÀNG THỊ BẮC<br /> HOÀNG NGỌC NGUYỄN HỒNG - Phương pháp chuyển dịch thuật ngữ Công 65<br /> Thiếu tá, ThS. NGÔ NGỌC HẢI an tiếng Hán sang tiếng Việt<br /> Thượng úy, ThS. NGUYỄN THỊ THU<br /> <br /> NGHIÊN CỨU - TRAO ĐỔI<br /> TRỤ SỞ<br /> TỐNG VĂN TRƯỜNG - Phương pháp biên soạn giáo trình dịch nói tiếng Trung 70<br /> 322E Lê Trọng Tấn, Định Công, Quốc tại Học viện Khoa học Quân sự<br /> Hoàng Mai, Hà Nội<br /> Điện thoại: 0246.328.2232 ĐẶNG QUỐC TUẤN - Giải pháp nâng cao chất lượng dạy và học tiếng Anh 79<br /> Email: tapchikhnnqs@ gmail.com hiện nay tại trường Sĩ quan Chính trị<br /> Website: hvkhqs.edu.vn<br /> HOÀNG THANH HƯƠNG - Khảo sát ý kiến phản hồi của sinh viên chuyên ngành 85<br /> tiếng Trung thương mại về chương trình giảng dạy khối kiến thức Trung Quốc<br /> GIẤY PHÉP HOẠT ĐỘNG BÁO CHÍ IN<br /> TẠ THỊ MAI HIỀN - Thực trạng và giải pháp nâng cao hiệu quả hoạt động thông 95<br /> Số 200/GP-BTTTT ngày 19/4/2016 tin - thư viện đáp ứng yêu cầu đào tạo ngoại ngữ tại Học viện Khoa học Quân sự<br /> của Bộ Thông tin và Truyền thông<br /> CONTENTS<br /> 1. Improving the quality of training foreign languages in the Army to meet requirements of international integration;<br /> 2. Linguistic modality and means of expressing modality in French; 3. Conceptual metaphor “PEOPLE ARE TREES” in<br /> Vietnamese idioms and proverbs; 4. A research of common modern Chinese polyphony and implications for teaching and<br /> learning Chinese in Vietnam; 5. French for Specific Purposes (FSP) and basic principles in the development of FSP curriculum;<br /> 6. Common grammar mistakes made by elementary Chinese-majored students at Faculty of Foreign Languages, Thai Nguyen<br /> University; 7. Artistic representation of time and space in Japanese comic books; 8. Translation methods for Chinese police<br /> terms into Vietnamese; 9. Methods for compiling Chinese interpreting textbooks at Military Science Academy; 10. Suggested<br /> solutions to enhance the current English training quality at the Political Officers College; 11. A feedback survey by the students<br /> of business Chinese on Chinese teaching program; 12. Current situation of and suggested solutions to library and information<br /> services to meet Military Science Academy’s requirement for foreign language training.<br /> <br /> 目录<br /> 1. 提高军队外国语培训质量以满足融入国际社会要求; 2. 语言情态与法语表达情态的方式; 3. 越南语成语、俗<br /> 语里人变为树的隐喻; 4. 现代汉语常用多音字及其在越南汉语教学中的应用; 5. 专业法语及其教学课程设计的<br /> 基本原则; 6. 太原大学外语系中文专业学生初级阶段汉语语法学得的偏误; 7. 日本漫画的时空艺术; 8. 现代<br /> 汉语公安专业术语越译对策; 9. 军事科学学院汉语口译教材编写策略; 10. 提高政治军官学校英语教学质量的措<br /> 施; 11. 商务汉语专业学生对中国知识课程的反馈考察; 12. 军事科学学院通信-图书管为外语教学服务的现状<br /> 与改进措施。<br /> <br /> <br /> СОДЕРЖАНИЕ<br /> 1. Повышение качества подготовки иностранных языков в Aрмии в соответствии с требованиями международной<br /> интеграции; 2. Модальность и средства выражения модальности вo французском языке; 3. Концептуальная<br /> метафора “Человек - это дерево” во вьетнамских фразеологизмах и пословицах; 4. Многосложные буквы<br /> китайского языка, часто используемые в современном китайском языке, и их применение в обучении китайскому<br /> языку во Вьетнаме; 5. Специализированный французский язык и основные принципы в создании программы<br /> oбучения; 6. Часто встречаемые грамматические ошибки на элементарном этапе y студентов “Китайскoго языкa”<br /> факультета иностранных языков университета Тхай Нгуен; 7. Пространственные и временные факторы искусства<br /> в японских комиксах; 8. Стратегия перевода терминов милиции из китайского языка на вьетнамский; 9. Метод<br /> составления пособий по устному переводу китайского языка в АВН; 10. Пути повышения качества преподавания<br /> и изучения английского языка в настоящее время в Политическом училище Вьетнамской Народной Армии;<br /> 11. Анализ отзывов от студентов китайского языка в области торговли об учебной программе по знаниям<br /> китайского языка; 12. Реальное состояние и пути повышения эффективности информационно-библиотечных<br /> работ для удовлетворения потребностей обучения иностранным языкам в АВН.<br /> <br /> <br /> SOMMAIRE<br /> 1. L’amélioration de l’enseignement de langues étrangères dans l’établissement militaire répondant à la tendance de<br /> l’intégration internationale; 2. La modalité linguistique et ses moyens d’expression en français; 3. La métaphore exprimant<br /> le concept “l’homme - l’arbre” dans les locutions et les proverbes vietnamiens; 4. Les lettres polyphones fréquemment<br /> utilisées dans le chinois moderne et leur application dans l’enseignement/apprentissage du chinois au Vietnam; 5. Le<br /> français de spécialité et ses principes d’élaboration du référentiel de formation; 6. Les erreurs de grammaire fréquentes<br /> chez les étudiants de chinois du département de langues étrangères, Université de Thai Nguyen; 7. L’espace et le temps en<br /> art dans des bandes dessinées japonaises; 8. Les méthodes de traduction des termes policiers du chinois en vietnamien;<br /> 9. Élaboration de la méthode de traduction orale du chinois à l’Académie des Sciences Militaires; 10. Propositions visant à<br /> l’amélioration de l’enseignement/ apprentissage de l’anglais à l’Université de Science Politique; 11. Enquête d’opinion auprès<br /> des étudiants de chinois du commerce sur le programme de l’enseignement des connaissances générales sur la Chine; 12. Etat<br /> de lieu et propositions des activités pour le centre de documentation visant à répondre aux exigences de la formation de<br /> langues étrangères à l’Académie des Sciences Militaires.<br />  v<br /> <br /> <br /> <br /> <br /> NÂNG CAO CHẤT LƯỢNG ĐÀO TẠO<br /> NGOẠI NGỮ TRONG QUÂN ĐỘI<br /> ĐÁP ỨNG YÊU CẦU HỘI NHẬP QUỐC TẾ<br /> Improving the quality of training foreign languages in the Army<br /> to meet requirements of international integration<br /> <br /> ĐẶNG TRÍ DŨNG*<br /> *<br /> Giám đốc Học viện Khoa học Quân sự<br /> Ngày nhận bài: 01/3/2018; ngày sửa chữa: 15/3/2018; ngày duyệt đăng: 20/3/2018<br /> <br /> <br /> TÓM TẮT<br /> Trước bối cảnh hội nhập quốc tế ngày càng sâu, rộng, vấn đề nâng cao chất lượng đào tạo và bồi<br /> dưỡng trình độ ngoại ngữ, đối ngoại quốc phòng cho cán bộ, học viên trong Quân đội phục vụ<br /> công cuộc xây dựng và bảo vệ Tổ quốc trong tình hình mới càng trở nên cấp thiết. Chính vì thế,<br /> việc chuẩn hóa hệ thống đào tạo ngoại ngữ trong các nhà trường Quân đội đáp ứng các chuẩn mực<br /> của khu vực và quốc tế là nhiệm vụ cần được ưu tiên hàng đầu. Bài viết đi vào phân tích thực trạng<br /> đào tạo ngoại ngữ trong Quân đội hiện nay, qua đó đưa ra các giải pháp nâng cao chất lượng đào<br /> tạo ngoại ngữ trong Quân đội đáp ứng yêu cầu hội nhập quốc tế.<br /> Từ khoá: đào tạo, ngoại ngữ, quân đội, hội nhập quốc tế<br /> <br /> <br /> 1. BACKGROUND Minister signed the Decision “Approving the<br /> adjustment and supplementation of the Project of<br /> Over the years, the Party and State have paid Teaching and Learning foreign languages in the<br /> due attention to teaching and learning foreign national education system between 2017 and 2025”.<br /> languages in the national education system. The<br /> Resolution No. 29/NQ-TW on September 4th 2013 Together with the current trend of the world,<br /> by the 8th plenum of the Party Central Committee our Army has also strengthened the cooperation<br /> (term XI) on fundamental and comprehensive with regional and global armies, proactively<br /> renewal of education and training pointed out participated in international missions, exchanged<br /> “pro-actively and actively integrate into the world info rmation, experience and sought defense<br /> for the development of education and training, and partnerships. Moreover, “building direct forces<br /> at the same time develop education and training to to fulfill missions related to defense relations,<br /> meet the requirements of international integration meeting the requirements of defense international<br /> for national development”. Furthermore, the integration in both short and long-term,” was<br /> project “Teaching and learning foreign languages defined in the Resolution No. 806-NQ/QUTW<br /> in the national education system in the period of on December 31st 2013 by the Central Military<br /> 2008-2020”, on December, 22nd 2017, the Prime Commission on International Integration and<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> Số 12 - 3/2018 3<br /> v<br /> <br /> <br /> Defense Relations by 2020 and the following high-quality, reputable and prestigious cradle for<br /> years. On November, 11th 2016, the Ministry of training, doing research on foreign languages and<br /> Defense promulgated the Directive No. 89/CT- international relations not only in the country and<br /> BQP “on some urgent tasks to improve the quality but also in the region, making great contributions<br /> of teaching and learning foreign languages in to improving foreign language proficiency,<br /> military institutions.” international relation competence and defense<br /> relation adeptness for cadres, officers, non-<br /> Therefore, our army should equip human commissioned officers, workers and officials in<br /> resources with professional and specializing the army.<br /> skills and knowledge, good commands of<br /> foreign languages; especially specialized foreign In the new context, Military Science Academy<br /> languages in the fields of military diplomacy and has implemented a number of measures to innovate<br /> defense relations in order to meet the requirements the content, training process, teaching methods,<br /> of national construction and defense in the organization, assessment and training management<br /> international integration trend. In addition, the modes and to incorporate training in scientific<br /> army’s urgent task now is to improve the quality research. Step by step, the academy will become<br /> of teaching and learning foreign languages to cater a prestigious centre of training and retraining<br /> for international integration. Hence, there should both foreign languages and international relations<br /> be specific, synchronous, comprehensive and for the army and the national education system.<br /> systematic measures which can be applied to all The academy will also be the leading institution<br /> institutions in the whole army. to implement exchange activities, exchange and<br /> cooperation in training foreign languages with<br /> 2. SITUATIONS OF FOREIGN domestic and international universities, foreign<br /> LANGUAGE TRAINING IN THE ARMY language centers, fulfilling missions related to<br /> military relation cooperation and defense relations<br /> 2.1. Achievements in foreign language training in terms of foreign language education and training<br /> as well as holding responsible for the quality of all<br /> As a part of the strategy for national education the aforementioned tasks.<br /> reform and innovation, the Ministry of Defense<br /> has drafted, promulgated investment policies and Together with other academies and schools<br /> criteria for building premises for foreign language in the Army, Military Science Academy has<br /> training institutions; perfected regulations on pioneered in investing in modern and advanced<br /> teaching, learning, testing, assessing, issuing facilities, catering for teaching, learning and<br /> of diplomas and certificates related to foreign scientific research for the past years. Moreover,<br /> languages and completed a list of facilities for the academy has accelerated the application of<br /> teaching and learning foreign languages, … in information technology in education and training<br /> order to meet the requirements of international and boosted co-operations and co-ordinations<br /> integration and defense relations by 2020 and the with other national and international institutions.<br /> following years. Furthermore, the academy has armed learners with<br /> systematic and professional knowledge, life skills<br /> Besides, on March, 14th 2017, the Minister and other skills concerning scientific research,<br /> of Defense approved the project “Improving self-study and adaptability to any working<br /> the quality of training foreign languages and environments after graduation with a view to<br /> international relations at Military Science meeting the requirements of the army construction,<br /> Academy in 2016-2020 period” in which Military socio-economic development of the nation in the<br /> Science Academy will truly become a leading, new period.<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> 4 Số 2 - 3/2018<br />  v<br /> <br /> <br /> Last but not least, those who have graduated defense relation officers in the context of deeper<br /> from Military Science Academy can undertake such international integration.<br /> tasks as translation, interpretation, defense relations<br /> and foreign languages teaching. They can also At present, military academies and institutions’<br /> participate in international cooperation activities requirements for foreign language outcomes remain<br /> such as UN peacekeeping operations and controlling rather low. In other words, foreign language major<br /> the proliferation of mass-destructive weapons, cadets’ standard outcome is only at level 41 or B22.<br /> joint maneuvers and other activities, meeting the As for non-major cadets, they only need level 2<br /> requirements of the cause of national construction or A2 for their graduation. Teachers of foreign<br /> and defense and making great contribution to language have not had their standard assessed.<br /> strengthening relations with other countries. Language training models applied in those<br /> schools have yet to meet the requirements of the<br /> 2.2. Shortcomings in foreign language training<br /> process of regional and international integration.<br /> As a matter of fact there remain some Moreover, inadequate attention has been paid<br /> shortcomings in foreign language training and to promoting coordination between training<br /> retraining in the army. Although institutions and institutions and officers in building programs,<br /> schools in the whole army have implemented conducting on-the-job training as well as<br /> various measures to improve the quality of foreign developing a synthesized system of course books.<br /> language training, they have only focused on<br /> In addition, military academies and schools<br /> superficial and separate solutions rather than<br /> have yet to diversify their training models,<br /> synchronous, comprehensive and extensive ones.<br /> to create a healthy and encouraging learning<br /> As a result, these institutions have yet made drastic<br /> environment and to fully utilize available<br /> changes in language training and research as well information and technology. There has also been<br /> as defense relations. a lack of cooperation and information exchange<br /> among training institutions. Basing on their<br /> Apart from that, though some military<br /> distinct training needs, each institution develops<br /> academies and schools have paid attention<br /> its own course books; the system, as a result,<br /> to investments in foreign language training,<br /> fails to become an effective reference source for<br /> their training products have not fully met the<br /> military units and other civilian language training<br /> requirements of international defense integration<br /> centers nationwide.<br /> at the strategic level. Similarly, short-term,<br /> medium-term and long-term strategies on the Those aforementioned drawbacks have had<br /> bases of defense relations for foreign language direct impacts on the quality of labor force training<br /> training have not been shaped. Moreover, as for Vietnam People’s Army and for the cause of<br /> for teaching activities, specialized textbooks of national industrialization and modernization.<br /> military, defense and defense relations have yet In real-life working environment, defense<br /> been designed for cadets to practise their foreign cooperation staff have yet to be qualified and fall<br /> language skills, either. Nor have extensively short of practical experience. Resolution No 806<br /> specialized textbooks of sub-branches of military by the Central Military Commission has pointed<br /> for specific trainees been mapped out. In addition, out a number of disadvantages of in-service army<br /> translation skill training for language major cadets officers, in which their limited ability to use<br /> have seemed to stress on translation rather than foreign languages in communicating and working<br /> on interpretation, especially interpretation in is identified as a key one, greatly affecting their<br /> booths which provides indispensable skills for work quality and effectiveness.<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> Số 12 - 3/2018 5<br /> v<br /> <br /> <br /> 3. MAJOR SOLUTIONS TO IMPROVING through which trainees are equipped with an<br /> THE QUALITY OF FOREIGN LANGUAGE adequate command of military language to satisfy<br /> TRAINING IN VIETNAM PEOPLE’S ARMY demanding requirements in the era of integration.<br /> <br /> 3.1. General strategic solutions Based on the foreign language training needs<br /> of the forces, the re-establishment of the Military<br /> Renovating administrative and professional University of Foreign Languages along with the<br /> management mechanisms. setting up centers for interpretation, translation,<br /> foreign language studies, and defense relation<br /> In order to meet the increasing requirements<br /> policy studies under Military Science Academy is<br /> in the new context, researching and developing<br /> of great necessity, making the academy a reliable<br /> a joint training and managing model throughout<br /> cradle for foreign language and defense relation<br /> the forces is a matter of great urgency. The<br /> training.<br /> state is to effectively and strongly implement<br /> the synchronous planning for socio-economic Promoting education cooperation and<br /> development, national defense and security coordination<br /> protection. The state, furthermore, should build a<br /> coordination mechanism between the Ministry of Education cooperation and coordination is an<br /> National Defense and the Ministry of Education indispensable trend of tertiary education in the era<br /> and Training to level up students’ foreign language of integration. The Ministry of National Defense is<br /> competence, re-structure the network of military asked to apply mechanisms and policies that enable<br /> foreign language training institutions in compliance academies and schools to develop links with other<br /> with socio-economic and labor force development domestic and international educational institutions.<br /> planning. Responsible agencies should build a<br /> suitable and efficient system of law, mechanism Co-operations in language and international<br /> and policy so as to facilitate the enhancement of relation training with domestic partners such as the<br /> training quality and the development of training University of Languages and International Studies,<br /> models. Vietnam National University, Hanoi; the Academy<br /> of Diplomacy … should be promoted; at the same<br /> Building an advanced foreign language time, on-the-job training courses in foreign languages<br /> training model that works in a close connection for the Border Guard Command, the Coast Guard<br /> with other relevant agencies of the Ministry of Command, and other military zones and services<br /> Education and Training and the Ministry of should also be provided. Besides, training courses in<br /> National Defense. languages and foreign relations for defense relation<br /> officers throughout the forces should be offered.<br /> The Ministry of National Defense is to<br /> promulgate new training rules and regulations, Working experts and lecturers from other<br /> restructure training institutions in a professional countries should be invited to the academy in<br /> and effective way, create vigorous changes in the fields of foreign language teaching activities,<br /> training models and assessment methods to allow curriculum design, exchange and cooperation.<br /> on-going connection among military institutions<br /> and between those with civilian ones. Besides, Enhancing the coordination in organizing<br /> there should be a constant coordination between scientific workshops and paying visits to foreign<br /> training institutions and employers in program countries to exchange experience in professional<br /> building and professional knowledge training, practice are of necessary tasks.<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> 6 Số 2 - 3/2018<br />  v<br /> <br /> <br /> Lecturers and learners should also be sent 3.2. Solutions related to the management<br /> abroad for training with the financial support of the staff and lecturers<br /> Ministry of Defense and the Ministry of Education<br /> and Training so that the quality of foreign language Developing management staff<br /> teaching and learning will gradually be improved<br /> Unlike civilian training, foreign language<br /> and that they can adapt to different environments.<br /> teaching in the Army is closely linked to cadet<br /> Designing school curricula, teaching and management. In order to train the staff of both<br /> learning material and upgrading the library good profession and morality, the concept of<br /> system, teaching and learning facilities as well building a new training model will include the task<br /> as developing the Foreign Language Testing and of reforming cadet management with the focus<br /> Accreditation Center are of urgent tasks on building an effective management structure,<br /> renovating management methods, selecting criteria<br /> The Ministry of Defense should unify the for manager assignment to meet the requirements<br /> development of nationally and internationally of education and training in the new context. It is<br /> standardized curricula, foreign language teaching important to promote the effective coordination<br /> and learning materials in sufficient quantity and among teachers - managers - learners for mutual<br /> quality for academies and schools in the Army, improvement. An effective coordination among<br /> focus on designing specialized foreign language teachers - learners - media - managers will create<br /> textbooks with basic grammar structure and an open educational environment for cadets in<br /> vocabulary in the fields of military, security and military institutions.<br /> defense, defense relations.<br /> Standardizing the teaching staff to meet<br /> Modern and advanced teaching and learning requirements of all the assigned missions<br /> equipment with teacher - learner interaction<br /> and adopting electronic textbooks, testing and It is necessary to unify and standardize the<br /> educational quality accreditation softwares should teaching staff on the bases of 04 objectives:<br /> be taken into serious account. quality, professional ethics, lifestyle; professional<br /> capacity; pedagogical capacity; capacity for<br /> The library system, especially military professional development and scientific research.<br /> electronic library system for information and In order to ensure the standardization of teaching<br /> material research and exploitation should be intensity and to create conditions for lecturers to<br /> upgraded, expanded and modernized, creating an participate in scientific research and self-study,<br /> attractive environment for lecturers and learners by lecturer allocation should be sufficient in quantity<br /> its specialty, utility and aesthetics. Military Science (with at least 10% reserve). Moreover, 100% of the<br /> Academy should be built to be commensurate with teaching staff should be granted with pedagogic<br /> the focal point for the deployment of centers of certificates. And more than 90% of them should<br /> learning materials, scientific research and foreign earn masters degree, and 20-25% should possess<br /> languages, military foreign languages for the their doctoral degree.<br /> whole Army.<br /> For those lecturers teaching a number of<br /> The Foreign Language Testing and basic subjects in the field of foreign languages,<br /> Accreditation Center should be upgraded to or specialized subjects which are not related to<br /> meet the standards of a leading center for foreign foreign languages should have good command of<br /> language testing and accreditation in the Army and English at level 4 (B2) at least and can teach their<br /> the country as well. specialized subjects in English.<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> Số 12 - 3/2018 7<br /> v<br /> <br /> <br /> Strategies for lecturer development should be are some solutions to improving testing and<br /> implemented by combining both domestic with assessments in military schools and universities as<br /> overseas training. International cooperation in follows: improving lecturers’ skills in testing and<br /> training should also be enhanced so that lecturers can assessment; building test banks for credit and final<br /> take part in national and international conferences tests, shaping output standards for knowledge and<br /> and workshops together with assigning lecturers skills required at each level and program; designing<br /> to units with external activities to exchange modern soft-wares for testing and assessment<br /> experience. Training and retraining staff in teaching in compliance with training curricula and new<br /> languages of neighboring countries and ethnic teaching methods… Those solutions will facilitate<br /> minorities are necessary solutions. Next, lecturers’ the process of assessing learners’ capability and<br /> foreign language proficiency should be tested and make sure that graduates will be well-prepared<br /> assessed on a regular basis as prescribed standards. in both knowledge and skills of using foreign<br /> language required at their workplaces.<br /> Adopting new teaching methods; focusing<br /> the tasks of testing and assessment on evaluating Improving the effectiveness and quality of<br /> cadets’ foreign language skills in accordance scientific research<br /> with the output standards of training programs<br /> are of important remedies Doing research is one of the most critical<br /> tasks that help to enhance lecturers’ capability and<br /> New teaching methods should also be applied improve the effectiveness of education. Lecturers<br /> to improving comprehensive effectiveness of should do research basing on their own problems<br /> various teaching factors, of which learners play arising when giving lectures.<br /> the central role. Different ways of organization and<br /> supervision should be utilized by lecturers, basing A compulsory time framework for doing<br /> on training curricula and understanding learner’s research should be built with the following rates:<br /> needs and physiological characters. Besides, 45% for teaching, 35% for doing research, and<br /> lecturers should also evoke learners’ initiatives 20% for other activities. However, it should be<br /> and activeness in gaining knowledge and skills of noted that time allocated for doing research cannot<br /> using a new foreign language. Also, they need to be taken from teaching time.<br /> update modern teaching methods worldwide and<br /> adjust their teaching methodology to different Besides, it is necessary that a certain number<br /> types of learners. All of these help learners gain of studies be assigned for each lecturer. More<br /> essential knowledge and skills required at each importantly, lecturers should be provided with<br /> stage of learning. financial support in doing scientific research.<br /> Annually, it is a must for lecturers to have their<br /> The process of teaching and learning a foreign articles published in local or international peer -<br /> language should be parallel with testing and rivewed journals.<br /> assessment since it reveals learners’ academic<br /> attainments and competence. Thanks to this, 3.3. Solutions related to learners<br /> lecturers can make changes in their teaching<br /> methods. Notably, different ways of testing and Improving enrollment quality<br /> assessment should be applied on the basis of<br /> the combinations of such factors as progress To increase the effectiveness of foreign<br /> and credit tests, lecturers’ assessments, learners, language teaching, the very first solution is<br /> employers, families and society’s evaluation. improving enrollment quality. Each training<br /> Testing and assessment should be conducted specialization should have its own enrollment<br /> basing on scientific and modern criteria to yield criteria. Specifically, instant courses should enroll<br /> valid, objective and reliable outcomes. There learners with a certain level of foreign languages<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> 8 Số 2 - 3/2018<br />  v<br /> <br /> <br /> and focus on providing them with additional conditions as doing scientific research is also a<br /> knowledge and language skills. At the same time, form of self-study and self-enrichment as well as<br /> medium and long-term courses should enroll good promotion of independence and creativity in their<br /> students from gifted foreign language schools and learning process.<br /> need to be specific and basic in curricula. In short,<br /> enrollment criteria will make great contributions Enhance students’ self-study skills<br /> to learners’ later successes.<br /> Learners should be fostered and self-trained<br /> Providing enrollment instructions and with necessary self-study skills such as determining<br /> building motivations for learners their weaknesses in their language command,<br /> setting goals for each stage and applying suitable<br /> Providing enrollment instructions is of great methods to achieving the goals, harnessing their<br /> importance since this helps learners have a thorough learning resources and opportunities at home and<br /> grasp of objectives, requirements, contents as in society, and applying information technology<br /> well as training process. On this basis, learners to earning their learning objectives. Finally,<br /> will have motivations and strong will in learning. classroom activities with extra-curricular activities<br /> In addition, lecturers should know how to create should be closely related to each other.<br /> favorable learning environment for learners to study<br /> foreign languages by applying new and suitable 3.4. Solutions related to training process,<br /> activities and teaching methods to their lessons. curricula, contents for foreign languages and<br /> international relations<br /> Resolutely renovate methods of learning<br /> foreign languages Renovating the training process<br /> <br /> In the process of learning, learners should As for training cadets at section level majoring<br /> address all the problems arising. The more in foreign languages, the course should last 4.5<br /> actively learners participate in their teaching years (or 9 terms). The models of collaboration<br /> activities, the better outcomes they will achieve. with foreign partners in training foreign languages<br /> Before pro-actively cooperating with instructors, and international relations should be designed as<br /> learners should understand their own needs, follows: (1) 6-month military training at Army<br /> levels, habits and interests. Moreover, they should Officers School No1; (2) 3-year basic training, social<br /> comply with their learning strategies they set out sciences and humanities, background subjects,<br /> and become an active and effective negotiator with specialized subjects at Military Science Academy;<br /> themselves, their learning process and goals, their (3) 1-year collaboration with foreign institutions<br /> team members and their lectures. Since learning is to train English in the United Kingdom, India,<br /> carried out in a certain social environment rather Singapore, Australia; Russian in Russia; Chinese<br /> than a totally personal activity, it is important that in China; and international relations in Singapore.<br /> learners fulfill their role of a negotiator in their<br /> learning group. Learners will interact interactively As for training military officers of associate<br /> with their classmates. Furthermore, as a teacher degrees in foreign languages and international<br /> collaborator in determining the content and relations, the course should last 2.5 years<br /> method of teaching, learners their teachers adjust (or 5 terms). Final-year cadets majoring in<br /> their teaching activities in a more efficient way. foreign languages will take interpretation and<br /> translation internship as assigned and final-year<br /> In addition to studying in the classroom, cadets majoring in international relations will<br /> learners should also be encouraged to do their take internship at military agencies and units<br /> scientific research with the most favorable specializing in international relations.<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> Số 12 - 3/2018 9<br /> v<br /> <br /> <br /> Renovating training curricula and contents Note:<br /> <br /> As for training foreign languages, it is of urgent 1. As on the Vietnamese Framework of<br /> tasks to renovate training curricula and contents Reference for Foreign Languages<br /> towards the world’s modern training curricula,<br /> 2. As on the Common European Framework of<br /> to improve learners’ communicative skills and<br /> Reference for Languages (CEFR)<br /> abilities, to add military knowledge of by 20-25%,<br /> to add and to improve interpretation knowledge and References:<br /> skills. Knowledge of foreign languages should also<br /> be in conformity with the 6-level frame of language 1. Central Party Committee, 12th session<br /> competence in Vietnam, ensuring graduates’ ability (2013), Resolution No. 28-NQ/TW dated October<br /> of language practice at level 5 (C1) at least. 25, 2013 on National Defense Strategies in the<br /> New Context.<br /> As for training international relations, it is<br /> important to renovate training curricula and contents 2. Politburo (2012), Resolution No. 22-NQ/TW<br /> towards “standardization and modernization”, to dated April 10, 2013 on International Integration.<br /> increase training time in diplomatic professionalism, 3. University of Languages and International<br /> to ensure 20-25% for defense relations, to add time Studies – Vietnam National University, Hanoi,<br /> for practice, exercises, and problem solving and (2015), 2015 Annual Report on Foreign Language<br /> to ensure graduates’ ability of language practice Training.<br /> at level 4 (B2). Furthermore, some basic subjects<br /> and specialized subjects on international relations 4. Military Science Academy (2014),<br /> should be taught in English. Proceeding on Improving Foreign Language<br /> Training Quality at Military Science Academy.<br /> As for tertiary training and other types of<br /> training, it is necessary to continue renovating 5. Military Science Academy (2017), Project<br /> training curricula and contents toward improving for Improving Foreign Language and International<br /> theoretical background and ability to self-study. Relation Training Quality at Military Science<br /> Academy in the period of 2016-2020.<br /> 4. CONCLUSION<br /> 6. Minh Phong (2017), Three Key Factors to<br /> In the context of deeper and broader Teach and Learn Foreign Languages Effectively,<br /> international integration, improving the quality of .<br /> construction and defense is becoming more and<br /> more urgent. Therefore, the top priority should be 7. Hoàng Thành (2017), Schooling Department<br /> given to standardizing foreign language training Sums up the Outcomes of Teaching and Learning<br /> at military institutions in accordance with both Foreign Languages in Military Institutions,<br /> national and international standards. Moreover, in .<br /> as well as unanimity of managers, lecturers, and<br /> cadets in reaching the common goal of building a 8. Military Department Foreign Area Officer<br /> nationally and internationally standardized learning (FAO) Programs, Department of Defense for<br /> community of foreign languages./. Policy& Readiness (28 April 2005), 2.<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> 10 Số 2 - 3/2018<br />  LÝ LUẬN CHUYÊN NGÀNH v<br /> <br /> <br /> <br /> <br /> TÌNH THÁI NGÔN NGỮ<br /> VÀ CÁC PHƯƠNG TIỆN BIỂU ĐẠT<br /> TÌNH THÁI NGÔN NGỮ TRONG TIẾNG PHÁP<br /> La modalité linguistique et ses moyens d’expression en français<br /> <br /> TRẦN THỊ MINH THỤC*<br /> *<br /> Học viện Khoa học Quân sự, ✉ minhthuctran067@gmail.com<br /> Ngày nhận bài: 12/9/2017; ngày sửa chữa: 14/10/2017; ngày duyệt đăng: 20/02/2018<br /> <br /> <br /> <br /> <br /> TÓM TẮT<br /> Bài báo đề cập đến các vấn đề cốt lõi về tính tình thái trong ngôn ngữ. Từ việc phân tích định<br /> nghĩa của các nhà ngôn ngữ học, tác giả đã đưa ra quan điểm của mình về tình thái ngôn ngữ. Bài<br /> báo cũng đề cập đến các loại hình tình thái ngôn ngữ với những cái nhìn khác nhau của các nhà<br /> ngôn ngữ trên thế giới. Tuy nhiên, về các phương tiện biểu đạt tình thái, các nhà ngôn ngữ đều<br /> thống nhất có các phương tiện biểu đạt chủ yếu sau: phương thức sử dụng từ vựng, phương thức<br /> sử dụng từ pháp-cú pháp, phương thức sử dụng ngữ điệu. Trong mỗi phương thức này có nhiều<br /> phương tiện để biểu đạt các giá trị tình thái ngôn ngữ<br /> Từ khoá: phương thức biểu đạt, phương thức từ vựng, phương thức từ pháp-cú pháp, phương<br /> thức ngữ âm, tình thái ngôn ngữ<br /> <br /> <br /> <br /> <br /> 1. DEFINITION on voit la modalité l’expression du “nécessaire”<br /> et du “possible” c’est-à-dire le sémantisme des<br /> Les réalités de terrain montrent bien que verbes  devoir  et  pouvoir.<br /> les définitions sur la modalité sont relativement<br /> nombreuses et différentes de façon importante. La théorie de C. Bally (1943, p.3) affirme que<br /> La modalité est un domaine qui concerne tout énoncé communique une pensée et comprend<br /> différents faits de langue et fait toujours l’objet deux composantes: le dictum, correspondant au<br /> des polémiques linguistiques. Si on aborde les contenu représenté, à ce qui est dit du monde de<br /> définitions “larges”, la modalité est l’attitude du référence, et le modus, correspondant à l’attitude<br /> sujet parlant vis-à-vis du contenu propositionnel exprimée par l’auteur de l’énoncé. Dans la<br /> de l’énoncé. La modalité inclura alors le perspective pragmatique, le dictum correspondrait<br /> nécessaire, le possible, l’irréel, le potentiel... En au contenu propositionnel et le modus à la force<br /> revanche, si on choisit les définitions “étroites”, illocutoire de l’énoncé.<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> Số 12 - 3/2018 11<br /> v LÝ LUẬN CHUYÊN NGÀNH<br /> <br /> <br /> E.Roulet (1989) précise ce qu’il faut entendre modalités: les modalités allocutives, les modalités<br /> par la modalité: “Je définirais la modalité comme élocutives et modalités délocutives. D’après ce<br /> une marque du point de vue de l’énonciateur linguiste:<br /> portant sur l’ensemble d’une proposition, ce qui<br /> exclut du champs des modalités le vocabulaire + Les modalités allocutives impliquent<br /> axiologique lorsqu’il a une portée locale, interne locuteur et interlocuteur, et précisent la manière<br /> à la proposition”.  avec laquelle le locuteur impose un propos à<br /> l’interlocuteur:<br /> Quant à L.Cervoni (1987) “La notion<br /> de modalité implique l’idée qu’une analyse - Je vous propose de faire une trêve de quelques<br /> sémantique permet de distinguer, un dit (appelé heures pour réfléchir à une solution négociée.<br /> parfois “contenu propositionnel”) et une modalité<br /> - un point de vue du sujet parlant sur ce contenu” + Les modalités élocutives n’impliquent pas<br /> l’interlocuteur dans l’acte locutif. Elles précisent la<br /> De son côté, N. Le Querler dans “Typologie des manière dont le locuteur relève sa position vis-à-<br /> modalités” (1996, p.41) pose la notion d’attitude vis du propos qu’il énonce;<br /> constative ou informative du locuteur pour ainsi<br /> exclure l’assertion simple des marqueurs de Je remarque qu’il a parlé le premier.<br /> modalités: “Je proposerai comme définition de<br /> Je n’ignore pas qu’il est obligé de se cacher.<br /> la modalité: expression de l’attitude du locuteur<br /> par rapport du contenu propositionnel de son + Les modalités délocutives sont déliées<br /> énoncé ”. du locuteur et de l’interlocuteur. Le propos émis<br /> Les quelques définitions rappelées ci- existe en soi, et s’impose aux interlocuteurs dans<br /> dessus développent donc le dictum vs le modus son mode de dire Assertion ou discours rapporté.<br /> de C. Bally (1943) respectivement en d’autres<br /> Il est évident que Paul viendra.<br /> termes ou notions: la représentation, le contenu<br /> propositionnel, le dit vs le point de vue, l’attitude, Il lui a répondu qu’il avait tort de s’inquiéter.<br /> la position. Il en résulte que la conception sur<br /> cet élément de l’énoncé est faite de manière Chez A. Culioli (1976, pp.69-73), la modalité<br /> hétérogène qui amènera certainement à des se présente comme suit:<br /> typologies différentes.<br /> + La modalité 1: Assertion, interrogation,<br /> Quant à nous, nous partirons de la définition injonction.<br /> large de la modalité, selon laquelle la modalité<br /> apparaît dans un énoncé comme étant des moyens + La modalité 2: Probable, vraisemblable,<br /> langagiers qui expriment l’attitude du locuteur au possible, éventuel.<br /> contenu propositionnel de son énoncé.<br /> + La modalité 3: Appréciatif.<br /> 2. TYPOLOGIE DE MODALITÉS<br /> + La modalité 4: “Intersubjectif”, e volitif,<br /> La classification de modalité est très différente déontique, permissif.<br /> d’un auteur à l’autre, celle qui dépend du point de<br /> vue de chacun sur la modalité. Dans une approche énonciative, on distingue<br /> les modalités d’énonciation et les modalités<br /> P. Charaudeau (1992) propose trois types de d’énoncé:<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> 12 Số 2 - 3/2018<br />  LÝ LUẬN CHUYÊN NGÀNH v<br /> <br /> <br /> <br /> + Les modalités d’énonciation marquent venir, il va certainement venir, Il va peut-être venir,<br /> “l’attitude énonciative” du sujet de l’énonciation il viendra sans doute, il viendra sûrement, il y a<br /> “dans sa relation à son allocutaire” (M. Riel, 1994, de bonnes chances qu’il vienne, il se peut qu’il<br /> p.580). Elles se traduisent par différents types de vienne, il se pourrait qu’il vienne, il peut encore<br /> phrases: assertif, interrogatif ou injonctif. venir, viendra/viendra pas.<br /> <br /> + Les modalités d’énoncé marquent “son + Les modalités subjectives marquent une<br /> attitude vis-à-vis du contenu de l’énoncé” (of. fluctuation du savoir ou de la prise de parti du<br /> cit., 1994, p.580). Elles expriment la manière dont sujet énonciateur. Le modulo de type épistémique/<br /> l’énonciateur apprécie le contenu de l’énoncé. appréciatif porte sur des éléments du monde<br /> dont la stabilité (ou l’instabilité) ne sont pas en<br /> De nombreux linguistes approuvent la<br /> cause. C’est la relation du sujet à ceux-ci qui<br /> classification des modalités en trois groupes:<br /> l’est. On trouve dans cette rubrique deux sous-<br /> + Les modalités objectives marquent une catégorisations suivantes:<br /> prise de position sur un étant ou un possible/<br /> Les modalités épistémiques englobent aussi le<br /> probable relevant d’une fluctuation effective de la<br /> vrai, le faux et l’incertain mais à la différence des<br /> réalité du monde. Cette modalité objective reflète<br /> modalités aléthiques, le fait est ici explicitement<br /> une stabilité ou une fluctuation qui est celle du<br /> évalué par le sujet parlant. En d’autres termes, la<br /> monde, et la rapporte. Elles se répartissent en deux<br /> présence de celui-ci est manifestée:<br /> sous - catégories:<br /> je crois qu’il vient, je doute qu’il vienne,<br /> Les modalités ontiques qui impliquent<br /> simplement un jugement de vérité: j’ignore s’il vient, je sais qu’il vient, je confirme<br /> qu’il vient, je prétends qu’il vient, je m’aperçois<br /> Il est (déjà/toujours) venu, il vient, il va venir, je qu’il va venir, je découvre qu’il va venir, j’apprends<br /> (te) dis qu’il vient, j’affirme qu’il vient, j’annonce qu’il va venir, je discerne qu’il va venir, j’envisage<br /> qu’il vient, je t’assure qu’il vient, j’atteste qu’il sa venue, j’oublie s’il va venir, je prédis qu’il va<br /> vient, j’assume qu’il vient, il s’avère qu’il vient, venir, je prévois sa venue, je vérifie qu’il vient<br /> j’avoue qu’il va venir, le fait est qu’il vient, je<br /> confirme sa venue, je postule sa venue, je déchiffre Les modalités appréciatives ou encore<br /> qu’il va venir, je décrète qu’il va venir, je déclare axiologiques/expressives qui jugent le fait en<br /> qu’il va venir, je divulgue qu’il va venir, j’écris termes de bon, mauvais, normal:<br /> qu’il vient, je crie qu’il vient, je glapit qu’il vient,<br /> je me réjouis qu’il vienne, je regrette qu’il<br /> je prétexte sa venue, je te préviens qu’il vient, je<br /> vienne, j’aime qu’il vienne, j’apprécie qu’il<br /> te répète qu’il vient, je te signale qu’il vient, je<br /> mentionne qu’il vient, je tais sa venue. vienne, je comprends qu’il vienne, je condamne sa<br /> venue, je critique sa venue, je crains qu’il vienne,<br /> Les modalités aléthiques qui fluctuent autour je désire qu’il vienne, j’appréhende qu’il vienne,<br /> du caractère vrai, faux, incertain du fait présenté il est étrange qu’il vienne, il est regrettable qu’il<br /> dans l’énoncé. L’engagement du sujet parlant y est vienne, il est (in)opportun qu’il vienne, il est<br /> implicite: malencontreux qu’il vienne, il vient, parfait, il<br /> vient, dommage<br /> Il est possible qu’il vienne, il devrait venir, il<br /> est probable qu’il vienne, il est improbable qu’il + Les modalités intersubjectives marquent un<br /> vienne, il est envisageable qu’il vienne, il va bien complexe entre la réalité objective à être et la prise<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> Số 12 - 3/2018 13<br /> v LÝ LUẬN CHUYÊN NGÀNH<br /> <br /> <br /> de parti de l’énonciateur à son sujet. La modalité suffira:aux termes de cette catégorisation, on peut<br /> intersubjective, déontique/volitive, est la plus attribuer à la forme “- Elle peut faire un stage à<br /> susceptible d’engager des rapports avec le faire et/ Grenoble” une modalité déontique parce il s’agit<br /> ou le faire faire. tout d’abord une permission (on lui a permis de<br /> faire un stage à Grenoble), une modalité volitive<br /> Modalités volitives qui manifestent le désir et/ implicitement conçue par un des sens du verbe<br /> ou la volonté: pouvoir (elle souhaitait faire un stage et maintenant<br /> elle a pu réaliser ce rêve), une modalité ontique ou<br /> je veux qu’il vienne, je refuse qu’il vienne, assertive parce que ça peut aller si l’énonciateur<br /> j’accepte qu’il vienne, je m’attends à ce qu’il asserte simplement l’évènement (il constate qu’elle<br /> vienne, j’admets qu’il vienne, j’approuve qu’il fait maintenant un stage à Grenoble) et enfin<br /> vienne, j’autorise qu’il vienne, je décide qu’il va une modalité d’énonciation (phrase assertive).<br /> venir, j’endosse sa venue, je choisis qu’il vienne, La distinction entre l’aléthique et l’épistémique<br /> je concède qu’il vienne, je conçois qu’il vienne, je semble encore plus fragile car l’objectivité, la<br /> plaide pour sa venue, je réclame sa venue, j’exige neutralité, la subjectivité, l’implicite ou l’explicite<br /> sa venue, je préfère qu’il vienne, faites-le venir. sont des notions déjà abstraites au point que l’on<br /> ne peut pas dans tous les cas préciser nettement<br /> Modalités déontiques régissant l’obligation (la<br /> comment est l’engagement du sujet parlant.<br /> nécessité), la permission et l’interdiction:<br /> Pourtant, dans le présent article, nous<br /> il doit venir, il se doit de venir, il faut qu’il observons strictement la typologie de la<br /> vienne, il est capital qu’il vienne, il est nécessaire grammaire énonciative pour découvrir les moyens<br /> qu’il vienne, c’est très important qu’il vienne, il d’exprimer la modalité. Nous réalisons toujours<br /> ne peut pas ne pas venir, il est mieux de venir, il a qu’un énoncé peut très bien se pencher entre les<br /> intérêt à venir, qu’il vienne. deux types de modalité ou encore entre leurs sous-<br /> catégorisations. On doit tenir compte toujours des<br /> Comme nous l’avons commenté plus haut,<br /> contextes pour bien comprendre de quel(s) type(s)<br /> le déontique correspond à ce que “je” crois être<br /> de modalité il est question et éventuellement s’il<br /> nécessaire en sachant que ce n’est pas, et que<br /> existe tous les deux quel est le dominant.<br /> ce n’est même peut-être pas désirable (-Je dois<br /> prendre cette aspirine). Le volitif correspond à une 3. EXPRESSION DE LA MODALITÉ <br /> visée endossée. C’est une aspiration pour ce qui<br /> sera. Ce qui ne sera pas ou ne sera plus ne relève L’énoncé porte souvent des marques du<br /> pas du volitif. Comparer: Je veux une pomme locuteur, qui communique ses sentiments et ses<br /> (volitif) et J’aurais voulu lui parler (appréciatif opinions. Le locuteur peut également marquer la<br /> portant sur un irréel révolu). On notera que ces prise de position sur l’information qu’il rapporte:<br /> deux modalités peuvent être ramenées à invoquer signaler que l’information n’est pas sûre (marque<br /> l’intersubjectivité. de probabilité); ajouter une appréciation positive<br /> ou négative. Ses moyens d’expression sont<br /> Pour cette division, le problème consiste à ce nombreux: l’intonation, l’accent, la typographie,<br /> qu’elle donne lieu à beaucoup de confusions par la ponctuation, certains types de phrase, des verbes<br /> des formes et que l’on ne peut voir la frontière d’opinion et de jugement, certains adverbes,<br /> entre dictum et modus et de même objectivité certaines figures de style. La prise de distance<br /> et subjectivité. D’où le scepticisme quant à la de l’émetteur vis-à-vis de son énoncé peut se<br /> pertinence de la notion de modalité. Un exemple faire avec le conditionnel, ou par des phrases qui<br /> <br /> <br /> KHOA HỌC NGOẠI NGỮ QUÂN SỰ<br /> 14 Số 2 - 3/2018<br />  LÝ LUẬN CHUYÊN NGÀNH v<br /> <br /> <br /> <br /> citent plus ou moins précisément les sources de beaucoup de l’émotion du locuteur car il existe des<br /> l’information. Il est à noter que nous utilisons synonymes mais rarement des synonymes parfaits<br /> le terme modalisateur, dans notre travail, pour dans tous les cas. Il s’agit des noms simples<br /> désigner le moyen d’exprimer la modalité. avec nuances affectives en fonction du registre<br /> de langue. Prenons un exemple pour illustrer ce<br /> 3.1. Exp