16:33 9/9/24
PHƯƠNG PHÁP Nghiên CỨU KHOA HỌC 4
THE UNIVERSITY OF DANANG
COLLEGE OF FOREIGN LANGUAGE STUDIES DEPARTMENT OF ENGLISH A RESEARCH PROPOSAL
CONCEPTUAL METAPHOR OF YOUTH
IN THE 21ST CENTURY SONGS IN ENGLISH
SUPERVISOR: HỒ THỊ KIỀU OANH, Assoc. Prof STUDENT: GROUP 4
ĐẬU THỊ ÁNH TUYẾT- 21CNA05 NGUYỄN THỊ TÂM- 21CNA05 TRẦN LÊ ĐAN THY- 21CNA05
HOÀNG THỊ TUYẾT TRINH- 21CNA05
TRẦN THỊ THU TRANG-21CNA05 Da Nang, 2023 CHAPTER 1 about:blank 1/32 16:33 9/9/24
PHƯƠNG PHÁP Nghiên CỨU KHOA HỌC 4 INTRODUCTION 1.1 RATIONALE
Cognitive linguistics is the study of how people use language; how they
conceptualize, understand and later respond to the sentences and words they are
presented with. According to “Metaphors We Live By”, the book that launched
interest in this field 40 years ago, George Lakoff and Mark Jonson write:
“Metaphor is principally a way of conceiving of one thing in terms of another,
and its primary function is understanding.”
In music, conceptual metaphor is used extensively and is indicative of a lot
of the patterns of reasoning we use when discussing music. Youth is always
vibrant and enthusiastic. Youth gives us the confidence to live our lives with
passion and ambition. This enthusiasm also inspires composers and writers to
write songs that are as lively as the youth themselves. A metaphor is one of the
factors that contribute to that truth. Originating from life, music is something
close, and realistic to human beings. Music composers, with their original styles
of composition and vivid imagination, make music a mirror of the soul, where
everyone can find himself or herself in the lyrics and images in their works. They
are inspired by many different topics in life and youth is one of them. Youth is
always vibrant and enthusiastic. Youth gives us the confidence to live our lives
with passion and ambition. This enthusiasm also inspires composers and writers
to write songs that are as lively as the youth themselves. However, these pieces of
songs could not reach their foremost aesthetic value without the use of some
rhetorical devices among which conceptual metaphor is not an exception.
How are conceptual metaphors of "youth" used in English 21st-century
songs? And how do cultural features affect the way in which cognitive youth is
depicted? To address these questions, I decided to conduct the research entitled
"A Study of Conceptual Metaphors of Youth in English 21st-century Songs." It is
hopeful that this study will enable Vietnamese and English learners to have a
better insight into the conceptual metaphor of youth in 21st-century songs and
make some contribution to the interpretation of conceptual metaphors in English songs.
1.2. AIMS AND OBJECTIVES OF THE STUDY 1.2.1. Aims about:blank 2/32 16:33 9/9/24
PHƯƠNG PHÁP Nghiên CỨU KHOA HỌC 4
The study is to investigate the conceptual metaphor of “youth” in 21st-
century songs in English and give learners a better understanding of conceptual
metaphors used in English songs, then effectively apply them in their learning
process as well as song translation. 1.2.2. Objectives
In order to achieve the above aims, the study attempts to fulfill the following objectives:
1. To describe the conceptual metaphor of “ youth” in 21st-century songs in English.
2. To help learners of English obtain insight into the conceptual metaphor in
the light of cognitive semantics. 1.3. RESEARCH QUESTIONS
In order to achieve the above aims and objectives, the following research questions are put forward:
1. What is the conceptual metaphor of youth in English 21st-century songs?
2. What useful strategies are used to make use of conceptual metaphors
for teaching, learning, and translating progress in translation skills? 1.4. SCOPE OF THE STUDY
This research mainly studies the conceptual metaphor of “youth” in English
21st-century songs in the light of cognitive semantics. The data are collected from 60 English songs.
1.5. ORGANIZATION OF THE STUDY.
This study includes five chapters:
- Chapter 1- Introduction- consists of the rationale, the aim and
objectives, the scope of the study, the research questions, the
significance, and the organization of the study.
- Chapter 2- Literature Review- presents the previous studies related to
the current study and the theoretical background of the study which gives
definitions of conceptual metaphor, and classification of conceptual metaphorical mappings.
- Chapter 3- Method and Procedures- describes the research design, the
research methods, the data collection, samples, instruments, the
procedure of the study, the data analysis, and the reliability and validity of the study. - Chapter 4- - aims at describing, and com
Findings and Discussions paring
to find out the similarities and differences in the conceptual metaphor of
“Youth” in English and Vietnamese 21st-century songs. about:blank 3/32 16:33 9/9/24
PHƯƠNG PHÁP Nghiên CỨU KHOA HỌC 4
- Chapter 5- Conclusions and Implications- gives the summary of what
has been drawn out from the study and some implications. This section
will also give some suggestions for further research. CHAPTER 2
LITERATURE REVIEW AND THEORETICAL BACKGROUND 2.1. LITERATURE REVIEW
Some scholars have maintained that metaphors are both stylistically and
cognitively important. In the academic work, “Metaphor We Live By”, Lakoff
and Johnson (1980) [1] highlighted that metaphor is pervasive in everyday life
including in language, thought, and action, and that our everyday experiences are
strongly formed by metaphors and metaphorical concepts. Later, Lakoff and
Turner (1989) [2] used metaphor to show how our mind gets hold of the world.
Gibbs (2008) [3] explored the significance of metaphor in language, thought,
culture, and artistic expression. Kovecses (2010) [4] summarized the theory of
conceptual metaphor as well as the development of conceptual metaphor in the past two decades.
Likewise, there have been a large number of researchers who have great
inspiration and interest in conceptual metaphors from various aspects. Truong,
Thi My Thuan [5] investigates the conceptual metaphor of the Sun in English and
Vietnamese Songs. In her writing, she describes and compares the conceptual
metaphor of the Sun in English and Vietnamese songs .in the twentieth century
under the perspective of Conceptual Linguistics. She points out the similarities as
well as the differences in conceptual metaphors related to “Sun” in English and Vietnamese.
It is widely accepted that conceptual metaphors are used for a number of
communicative, academic, and literary purposes and they have raised an increasing
interest of linguists and researchers around the world because of their linguistic
functions and power of expression. Rania A. Al-Belushi (2020) [6] studies the
conceptual metaphors used in youth songs to empower and motivate the youth. The
study examines how these metaphors contribute to the empowerment and about:blank 4/32 16:33 9/9/24
PHƯƠNG PHÁP Nghiên CỨU KHOA HỌC 4
motivation of young people. Metaphors are often used to convey messages of
hope, resilience, and determination, and they can be powerful tools for helping
young people overcome challenges and achieve their goals. Overall, the study
provides insights into the ways that popular music can be used to empower and
motivate young people, and it highlights the importance of metaphor in conveying
messages of inspiration and motivation.
In short, the above works present lots of aspects relating to conceptual
metaphors. However, there is hardly any research into the conceptual metaphor of
youth in the twentieth-first century in English songs. For this reason, it raises a
need to conduct the study entitled “A Study of Conceptual Metaphors of Youth in
the English 21st-century Songs”.
2.2. THEORETICAL BACKGROUND 2.2.1. Metaphor
2.2.1.1. Traditional Theories of Metaphor
In Pre- Cognitive Period, linguists and researchers had numerous different definitions of metaphor.
Aristotle [7] viewed metaphor as a figure of speech that involves an implicit
comparison between two things that are not alike but share some similarities. He
believed that metaphor is based on the use of analogy, which is a way of
understanding something new in terms of something that is already familiar. This
idea has been influential in the study of language and literature, particularly in the
field of poetics and aesthetics
According to Reddy (1979) [8] metaphors are often used in language to
make abstract concepts more concrete and easier to understand by comparing them
to something more familiar. For example, the phrase "life is a journey" is a
common metaphor that compares the experience of living to a journey. In this case,
the concept of life is being transferred to the concept of a journey based on the
similarity between the two objects: both involve a progression through time and
space, with different experiences and challenges along the way.
The latter approach was taken by Radden & Divren [9] Metaphor is a
figure of speech that involves the comparison of two things that are not literally
connected, but which share some common characteristics or qualities. It can be about:blank 5/32 16:33 9/9/24
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used to create powerful imagery, convey abstract ideas, and evoke emotional
responses in readers or listeners. This study of metaphor highlights the importance
of this literary device in language and communication.
The foundations of the cognitive theory of metaphor were laid down by
Lakoff and Johnson [1] in their influential work Metaphors We Live By. Their
work proposed that metaphorical language is not just a matter of language, but is
rooted in how we think and perceive the world around us. They argued that we use
concrete and physical experiences to understand abstract concepts, and that
language is often built upon these metaphors. This perspective on metaphors has
had a significant impact on fields such as linguistics, psychology, philosophy, and even artificial.
2.2.1.2. Conceptual Metaphor by Lakoff and John
This thesis is based on the framework of Lakoff and Johnson's theory of conceptual metaphor.
In their book “Metaphors We Live By”, George Lakoff and Mark Johnson
introduced the theory of conceptual metaphor in 1980. The book argued that
metaphors are not just linguistic expressions, but also shape the way we think
about the world. The authors proposed that metaphors are central to our
understanding of abstract concepts, as they allow us to understand one concept in
terms of another. They argued that many of our everyday concepts are based on
concrete, bodily experiences and that we use these experiences as the basis for
understanding abstract concepts.
For example, the metaphor “ARGUMENTS ARE WAR” is a common one
in English, where we use the language of attack and defense to describe arguments.
The theory of conceptual metaphor has been influential in a number of fields,
including linguistics, philosophy, and cognitive science. This metaphorical concept
equates an argument with a battle, where there are winners and losers, attacks and
defenses, and winning depends on strength and strategy. It is so ingrained in our
language and culture that we often use war-related terminology in argumentative
situations without even being conscious of it:
 “He attacked my argument,”
 “I demolished her position,” about:blank 6/32 16:33 9/9/24
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 “She shot down my proposal,” etc.
This metaphor has significant implications for how we think about and approach
arguments. If we view arguments as wars, then we are likely to be more
competitive and aggressive in our approach. We may focus on attacking the other
person's argument rather than trying to understand their perspective or reaching a mutually beneficial solution.
On the other hand, if we reject this metaphor and view arguments as
collaborative discussions or negotiations, we are more likely to approach them in a
constructive and respectful way. We may be more open to listening to the other
person's perspective and working together to find a solution that meets both of our needs.
Overall, the argument "ARGUMENTS ARE WAR" is a powerful example
of the ways in which language and metaphor shape our thinking and behavior.
From Lakoff and Johnson’s viewpoint, metaphors are not just linguistic
expressions, but rather fundamental to our understanding of the world. They argue
that our basic conceptual systems are rooted in metaphorical thought and that we
use metaphors to make sense of abstract concepts by mapping them onto more
concrete and familiar concepts. They also suggest that metaphors play a crucial
role in shaping our perceptions, beliefs, and actions. Finally, they emphasize the
importance of understanding the power of metaphorical language in both
communication and the formation of social and political identities.
2.2.2. Classification of Conceptual Metaphor
According to Lakoff and Johnson (1980), there are three main types of
conceptual metaphors: structural conceptual metaphor, orientational conceptual
metaphor, and ontological conceptual metaphor.
a. Structural Conceptual Metaphor
They use a structural conceptual metaphor to explain the way we understand
and talk about abstract concepts. The authors argue that we use concrete concepts
and experiences to understand abstract concepts that are difficult to grasp.
Let us come back to the conceptual metaphor “LOVE IS A JOURNEY”, in
order to illustrate this type. Lakoff and Johnson (1980) gave a lot of the following expressions in English: about:blank 7/32 16:33 9/9/24
PHƯƠNG PHÁP Nghiên CỨU KHOA HỌC 4
 "We're on the road to happiness together,"
 "Our relationship has hit a dead-end,"
 "We've reached a crossroads in our love."
This conceptual metaphor involves mapping the domain of love onto the domain of
travel or movement. The metaphor suggests that love is a continuous journey with
a beginning, middle, and end. Love involves movement or progress toward a
destination, with obstacles and challenges along the way. The metaphor also
implies that love can involve different paths, detours, and routes, depending on the
choices and decisions made by the lovers.
The journey metaphor can be further broken down into several structural sub-metaphors, such as:
1. The lovers are travelers: In this sub-metaphor, the lovers are seen as travelers
who embark on a journey together. They may be excited, apprehensive, or
uncertain about the journey, but they are committed to each other and to the journey.
2. The relationship is a vehicle: In this sub-metaphor, the relationship is seen as a
vehicle that carries the lovers on their journey. The vehicle can be a car, a boat, a plane
Overall, the book "Metaphors We Live By" demonstrates how structural
conceptual metaphors shape our understanding of abstract concepts and influence the way we think.
b. Orientational conceptual metaphor
One aspect of conceptual metaphor theory is an orientational metaphor,
which highlights how our experiences of spatial relationships and movement shape
our understanding of abstract concepts. For example, conceptualizing time in terms
of space can be seen in expressions such as "looking forward to the future" or "putting the past behind us".
In an orientational conceptual metaphor, a system of ideas is organized in
the relation and interaction in space like up-down, in-out, front-behind, shallow-
deep, and center-periphery. This group is called the orientational metaphor because
they are related to the orientation in space.
The orientational conceptual metaphor of “up” and “down” is deeply
ingrained in our language and culture. Lakoff and Johnson argue that our about:blank 8/32 16:33 9/9/24
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understanding of concepts like power, success, and happiness is shaped by the
metaphorical association of “up” with positive qualities and “down” with negative
ones. For example, we use phrases like “on top of the world” to describe feeling
accomplished, and “feeling down” to describe feeling sad or depressed.
Another example of an orientational metaphor can be seen in the way we use
our bodily experiences to understand emotions. We might describe anger as
"boiling over" or "getting hot under the collar", which is an extension of our bodily
experiences of heat and pressure. Similarly, we might understand sadness as
"feeling low" or "down in the dumps", which is an extension of our bodily
experiences of being physically low or down.
Overall, the use of orientational metaphors highlights the importance of our
physical experiences in shaping our understanding of abstract concepts. It suggests
that our understanding of abstract concepts is not only built on linguistic or logical
reasoning, but also on our bodily experiences of space, movement, and bodily sensations.
c. Ontological conceptual metaphor
The Ontological Conceptual Metaphor put forth in the book “Metaphors We
Live By” is arguably one of the most significant and influential conceptual
metaphors in the field of cognitive linguistics. The metaphor suggests that we
make sense of abstract concepts and ideas by framing them in terms of basic
physical experiences and aspects of the world around us. According to this
perspective, our understanding of reality, being, existence, and even objective
truth, all stem from the ways in which we perceive and interact with the external world.
Lakoff and Johnson explain that the Ontological Conceptual Metaphor is
grounded in the assumption that our embodied experiences are the foundation for
all of our conceptual knowledge. We understand abstract concepts such as “time”
and “truth” by mapping them onto more concrete concepts that we can experience
through our senses. For example, we might think of time as a journey or a river,
with a past, present, and future. In this way, we can create a mental structure that
allows us to understand and communicate these abstract ideas more effectively.
The Ontological Conceptual Metaphor can be seen in the way we use language to
express ideas about being and existence. For instance, we might use the metaphor about:blank 9/32 16:33 9/9/24
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of “being” as a container that houses physical and mental states. We might say we
are “full of energy” or “overwhelmed by emotions”, implying that there is a limit
to how much can fit into the “container” of the self. Similarly, we construct
concepts of “existence” and “objectivity” by grounding them in concrete
experiences of the world around us.
This conceptual metaphor has far-reaching implications, not just for our
understanding of language and cognition, but for philosophy, science, and even
politics. By recognizing the ways in which we frame abstract ideas in terms of our
physical experiences, we can gain deeper insights into the nature of reality and our
place within it. Additionally, we can acknowledge the limits of our ability to truly
grasp concepts that exist beyond our direct experiences, such as the nature of
consciousness or the origins of the universe.
Overall, the Ontological Conceptual Metaphor is a powerful tool for
understanding the complex ways in which language, thought, and perception are
interconnected. It reminds us that we are fundamentally embodied beings and that
our understanding of reality is bound up in the physical experiences that shape our lives.
2.2.3. Metaphorical Mappings
In "We Live By Lakoff and Johnson (1980) explore the metaphorical
mapping that underlies our everyday language and thought. They argue that many
of our basic concepts and ideas are structured by metaphorical mappings between concrete and abstract domains.
Conceptual metaphor involves two domains: a source domain and a target
domain. The latter is understood in terms of the former, so the convention is to call
each mapping “TARGET DOMAIN IS SOURCE DOMAIN” or “TARGET
DOMAIN AS SOURCE DOMAIN”. Let us consider "ARGUMENTS ARE WAR" as an example: ARGUMENT WAR
- The participant  opponents or enemies.
- The goal  defeat or vanquish the opponent. about:blank 10/32 16:33 9/9/24
PHƯƠNG PHÁP Nghiên CỨU KHOA HỌC 4 - Arguments
 battles or fights to gain ground or territory.
- Winning  victory, defeat, or humiliation.
It could be seen that the constituent elements of the conceptual domain
ARGUMENT are in systematic correspondence with the constituent elements of
the conceptual domain WAR. The application of the journey domain to the love
domain provides the concept of love with this particular structure or set of elements.
In addition, this metaphorical mapping between argument and war allows us
to conceptualize argument in a way that is familiar and structured even though the
argument is actually a cooperative and collaborative process. Lakoff and Johnson
argue that these metaphorical mappings are not just linguistic quirks but are deeply
ingrained in our cognitive processes and shape the way we think and reason about
the world. By understanding these metaphorical mappings, we can gain insight into
the underlying structures of our thought and language and how they shape our perceptions and actions. CHAPTER 3
METHODOLOGY AND PROCEDURE 3.1. RESEARCH METHOD
The following steps of the research procedure are carried out:
- Songs in the 21st century are collected from the Internet.
- 60 samples of the conceptual metaphor (expression) of “youth” in English
are then identified and picked out from these English songs for classification.
- The findings are discussed, and finally, suggestions are made for how
music composers and English teachers can use the findings to teach and learn English successfully. 3.2. RESEARCH METHODS
In order to achieve the aims and objectives of the study, descriptive methods
combined with qualitative and quantitative approaches are used. The qualitative
approach is applied to classify, describe, and analyze data. The quantitative about:blank 11/32 16:33 9/9/24
PHƯƠNG PHÁP Nghiên CỨU KHOA HỌC 4
approach is used for presenting the data with the estimation of the percentage of
conceptual metaphors related to “youth” in English 21st-century songs.
The combination of the qualitative and quantitative approaches is the
guideline in order to carry on the research. They are also chosen as the dominant
ones which are the most regularly used in this thesis. 3.3. Data Collection
To conduct the research, 60 samples of the conceptual metaphor of “ Youth”
in 21st-century songs in English will be collected. All of these samples will be
gathered from a variety of songs on different websites.
3.4. Description of Samples
In the research, about 60 samples of the conceptual metaphor of “ Youth”
are gathered from 21st-century songs in English from the Internet. They are
collected on the following criteria: 
The samples have to be related to “ Youth” 
The samples have to be taken from songs in the 21st century. 
The sources where the samples are collected are credible. 3.5. Instruments
To assemble the related samples, many types of tools were used such as
Microsoft Word and Google search engine. In addition, tables were exploited to
support the results of the analysis. 3.6. Research Procedure
The study procedure was carried out in the following steps:
- Detecting the problems relating to the thesis.
- Reviewing the previous studies thoroughly and identifying the research scope.
- Collecting well-known English 21st-century songs from songs collection, and from the Internet.
- Picking out 500 metaphorical expressions of "youth" from English 21st- century songs.
- Analyzing the data and classifying them into appropriate groups in terms of conceptual metaphor.
- Describing the conceptual metaphor of "youth" in English songs in the 21st century. about:blank 12/32 16:33 9/9/24
PHƯƠNG PHÁP Nghiên CỨU KHOA HỌC 4
- Finding out how cultural features affect the way in which cognitive youth is depicted.
- Evaluating and commenting on the results of the effection to draw
conclusions about the conceptual metaphor of "youth" in English 21st- century songs. CHAPTER 4
FINDINGS AND DISCUSSIONS
The youth is sure to be an indispensable source of life. It has roused high-
level music imagination in the minds of the composer. Music lovers are attracted
not only by rhymes but also by meaningful messages from the songs they listen to.
However, in this study, we merely try to approach issues related to the language in
songs. Specifically, the conceptual metaphor of “youth” in Engl21st-centurytury
songs will be explored in different aspects.
4.1. CONCEPTUAL METAPHORS RELATED TO “YOUTH” IN ENGLISH 21ST-CENTURY SONGS. 4.1.1. Youth is a journey.
It is a way of understanding and experiencing the concept of youth by
mapping it onto the concept of a journey. This metaphor allows us to think of
youth as a period of growth exploration and discovery much like a journey. It also
implies that youth is a temporary state and that we will eventually reach our
destination and move on to the next phase of life. This metaphor helps us to make
sense of the complex and often confusing experience of being young. Let us
consider the following examples:
(4.1) “Remember the words you told me "Love me till the day I die"? Surrender my everything
'Cause you made me believe you're mine” about:blank 13/32 16:33 9/9/24
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(Youngblood - 5 Seconds of Summer)
https://genius.com/5-seconds-of-summer-youngblood-lyrics
(4.2) All it’d take is one flight We be in the same time zone Looking through your timeline
(Lost in Japan - Shawn Mendes)
https://xemloibaihat.com/shawn-mendes-lost-in-japan-live-from-the-victorias-
secret-2018-fashion-show-lyrics-new/
(4.3) I know you were way too bright for me
I'm hopeless, broken, so you wait for me in the sky. (Golden - by Harry Styles)
https://genius.com/Harry-styles-golden-lyrics
(4.4) Ohh, take a step Back for a minute
(The Middleby - Zedd, Maren Morris, and Grey)
https://genius.com/Zedd-maren-morris-and-grey-the-middle-lyrics
(4.5) Will you still love me when I'm no longer young and beautiful?
(Young and Beautiful - Lana Del Rey)
https://genius.com/Lana-del-rey-young-and-beautiful-lyrics
(4.6) Let's go all the way tonight No regrets, just love (Teenage Dream - Katy Perry)
https://genius.com/Katy-perry-teenage-dream-lyrics
(4.7) Pickin' up the pieces of my life without you on my mind about:blank 14/32 16:33 9/9/24
PHƯƠNG PHÁP Nghiên CỨU KHOA HỌC 4
(I'm Still Standing - Elton John)
https://genius.com/Elton-john-im-still-standing-lyrics
(4.8) They're gonna clean up your looks with all the lies in the books
(Teenagers -My Chemical Romance)
https://genius.com/My-chemical-romance-teenagers-lyrics
(4.9) We've gone way too fast for way too long
(Young and Menace - Fall Out Boy)
https://genius.com/Fall-out-boy-young-and-menace-lyrics
(4.10) We can dance until we die (Teenage Dream - Katy Perry)
https://genius.com/Katy-perry-teenage-dream-lyrics
(4.11) Hot summer nights, mid-July
When you and I were forever wild
(Young and Beautiful - Lana Del Rey)
https://genius.com/Lana-del-rey-young-and-beautiful-lyrics
(4.12) Everybody's been there, everybody's been stared down By the enemy (Brave - Sara Bareilles)
https://www.flashlyrics.com/lyrics/sara-bareilles/brave-97
(4.13) They're gonna rip up your heads, your aspirations to shreds
(Teenagers -My Chemical Romance) about:blank 15/32 16:33 9/9/24
PHƯƠNG PHÁP Nghiên CỨU KHOA HỌC 4
https://genius.com/My-chemical-romance-teenagers-lyrics
(4.14) I’m just here flying off the deep end
(Young and Menace - Fall Out Boy)
https://genius.com/Fall-out-boy-young-and-menace-lyrics
(4.15) I don't wanna be alone
I don't wanna be alone when it ends Don't wanna let you know. ("Golden" by Harry Styles)
https://genius.com/Harry-styles-golden-lyrics 4.1.2 Youth is energy.
The conceptual metaphor suggests that youthfulness is associated with high levels
of vitality, enthusiasm, and vigor, just as energy can be seen as a measure of the
capacity to do work or perform activity. This metaphor implies that young people
possess a certain level of physical and mental energy that makes them more
dynamic, active, and enthusiastic about life. It also suggests that, like energy,
youthfulness can be expended and depleted over time. Thus, this metaphor can be
used to describe the qualities that we associate with youth, such as vitality, vigor,
and enthusiasm, and the way they can gradually diminish as people age.
(4.13)“My youth, my youth is yours” (Youth - Troye Sivan)
https://genius.com/Troye-sivan-youth-lyrics
(4.14)"I hope I die before I get old This is my generation about:blank 16/32 16:33 9/9/24
PHƯƠNG PHÁP Nghiên CỨU KHOA HỌC 4 about:blank 17/32 16:33 9/9/24
PHƯƠNG PHÁP Nghiên CỨU KHOA HỌC 4 about:blank 18/32 16:33 9/9/24
PHƯƠNG PHÁP Nghiên CỨU KHOA HỌC 4 about:blank 19/32 16:33 9/9/24
PHƯƠNG PHÁP Nghiên CỨU KHOA HỌC 4 about:blank 20/32