INTRODUCTION
Rational
It is clear that acquiring a language is not only limited to knowing about its grammar, pronunciation, and vocabulary Producing a grammatically correct sentence is not sufficient to use a language to communicate successfully with other people It is very important for language learners to know how to use our linguistic competence in a larger unit of communication, i.e language in use, or in other words, a discourse, in order to convey our ideas to learners as well as to obtain others
Several linguists such as Brown and Yule (1983), Halliday and Hasan (1976), Hatim and Mason (1990), Cook (1989), Swales (1990), etc… have been interested in the concepts of discourse and discourse analysis In their view of points, discourse can be shown through different genres, which are shown in terms of a set of features which we perceive as being appropriate to a given social occasion
(Hatim and Mason, 1990) Each genre of discourse possesses its own discourse features
A fable is ― a traditional short story that teaches a moral lesson, especially one with animals as characters‖ ( Oxford Advanced Learners Dictionary) Although fables are short and simple, they own their typical features distinguished from other genres of discourse such as an article or a speech But in fact, English fables are not still paid attention to despite the fact that they represent great potentials for teaching language to learners With all the reasons above, the author would like to choose ― Analysis of lexical cohesive devices in English and Vietnamese Fables as the topic of this study I do hope that the results of this study are of practical value.
Aims of the study
The main aims of the thesis are as follows:
To identify lexical cohesive devices used in English and Vietnamese Fables
To compare lexical cohesive devices through some English and Vietnamese Fables
Scope of the study
This study will firstly deal with theoretical background of discourse especially coherence, cohesion and cohesive devices The attention of the study will be secondly paid to considering study of lexical cohesive devices through some English fables and their equivalents in Vietnamese Fables Our efforts are to collect data in both English and Vietnamese to see the frequencies and differences and similarities of each device and sub-device of lexical cohesive devices in the discourse in both languages.
Methods of the study
To attain the aims of the study, the research will conduct the following activities:
Firstly, data including relevant theories and fables for analysis will be collected Relevant theories will be extracted from various linguistic books written by several linguists, such as Cook (1989), Hatim and Mason (1990), Swales (1990), Simpson (1997), Toolan (1998), ect English fables and Vietnamese fables which are unavailable in printed books in Viet Nam, will be collected from Internet Sources
Secondly, relevant theories will be presented on the ground of several linguists, viewpoints
Then, 30 selected fables (15 English fables and 15 Vietnamese Fables) will be comprehensively investigated for lexical cohesive devices so as to find out the most typical cohesive devices used in English and Vietnamese Fables
After all, based on the results of the analysis, some concluding remarks can be generalized and some implications for teaching and learning English fables can be proposed
Three successive methods chosen for the best results are descriptive, analytical and comparative.
Design of the study
Within the scope mentioned above, the study consists of three main parts: introduction, development and conclusion
Part 2 is divided into three chapters In the first chapter, Literature Review, theoretical knowledge of lexical cohesive devices and English Fables are presented
The second chapter , also the main one of the study, deals with the study of lexical cohesive devices through some English and Vietnamese fables in the last chapter, we attempt to present some findings and implications.
DEVELOPMENT
CONCLUSION 1 Recapitulation of major ideas
Implications
As we mentioned above, English fables are quite simple and easy to understand
Moreover, the stories with animals as characters are of great attraction to readers
Children are very interested in the behaviors as human-beings of these animals, so the children become more involved in the development of the story Therefore, it is suggested that English fables should be introduced to Vietnamese learners of English of elementary level in order to improve knowledge of English and on the other hand to acquire the moral or living experience Fables with real characters, real happening and real consequences prove to be effective to create an exciting atmosphere for the class, which helps to improve the learners‘ motivation It is useful to use fables to teach the learners language skills such as reading comprehension, listening and speaking.
Suggestions for further studies
This paper is attempted to bring out a detailed analysis of lexical cohesive devices in English fables Further studies conducted could focus on the followings:
Other discourse features of English Fables such as metaphor, grammatical cohesive devices, logical cohesive devices, ect will be carried out
Comparison between the narrator‘s discourse and characters, discourse in English Fables in terms of linguistic perspectives
Comparison between English and Vietnamese fables in terms of generic structure
Due to the constraint in time, the framework of a minor M.A thesis as well as the limited knowledge of the author, mistakes are inevitable Constructive comments from those who are concerned, therefore, would be highly appreciated
Brown, G & Yule, G (1983) Discourse analysis Cambridge: Cambridge
Cook, G (1989) Discourse Oxford: Oxford University Press
Cook, G (1994) Discourse and Literature Oxford: Oxford University Press Halliday, M.A.K (1994) An Introduction to Functional Grammar London:
Halliday,M.K & Hasan, R.(1976) Cohesion in English London: Longman Grop
Hatim, B & Mason, I (1990) Discourse and the Translator Longman Group
Hoa, Nguyen (2000a) An Introduction to Discourse Analysis Hanoi: VNU Publishing House
Hoa, Nguyen (2003) Understanding English Semantics Hanoi: VNU Publishing House http://www Fables.org.uk http://www.fables,co.uk//butterfly.concise
Lien, Tran Thi Ngoc (2003) A research into Genre Analysis at Linguistic Level: the Case of English Fairy tales and Application to Translation Unpublished M.A.Thesis Hanoi
Mc Cathy, M (1991) Discourse Analysis for Language Teachers CUP>
Munday, J.(2001) Introducing Translation Studies London and Newyork:
Nunan, D (1993) Introducing Discourse Analysis England: Penguin Group
(2000) Oxford Advanced Learner‟s Dictionary Oxford University Press
Raphael, S (1995) Text and Discourse Analysis Newyork: Routledge
Simpson, R (1997) Language through Literature London: Routledge
Swales, J.M.(1990) Genre Analysis Cambridge: Cambridge University Press
Toolan, M (1998) Language in Literature: An Introduction to Stylistics M
Hòa, Nguyễn.(2003) Phân tích diễn ngôn- Một số vấn đề lí luận và ph-ơng pháp
Nguyên Triều.(2004) Góc nhìn cấu trúc về truyện Ngụ ngôn Dân Gian Việt Nam
Nhà xuất bản Khoa học Xã Hội
Phát, Lê Tr-ờng.(2000) Thi pháp Văn học Dân Gian Nhà Xuất bản Giáo Dục
Thêm, Trần Ngọc.(2000) Hệ thống liên kết văn bản Tiếng Việt Nhà xuất bản Giáo Dôc
Vân, Hoàng Văn.(2000) Ngữ pháp kinh nghiệm của cú Tiếng Việt Nhà xuất bản Đại học Quốc Gia Hà Nội
APPENDIX 1 LIST OF FABLES FOR ANALYSIS OF LEXICAL COHESION DEVICES English Fables
1 The Ant and the Dove
3 The Eagle, the Cat & the Wild Snow
5 The Hare and the Tortoise
7 The Mouse and the Lion
10 The Wolf and the Lamb
15 The Hen & the Golden Egg
1 Cú, Quạ không biết phận
4 Ng-ời chủ xe với hai con ngựa
8 Thỏ và Dê kết bạn
9 ếch từ đáy giếng đi ra
10 Khỉ và Rùa đi hái quả