Lexical cohesion used in the story “white fang” by jack london

MINISTRY OF EDUCATION AND TRAINING THE UNIVERSITY OF QUY NHON VÕ THỊ NGỌC ÁI LEXICAL COHESION USED IN THE STORY “WHITE FANG” BY JACK LONDON Field: ENGLISH LINGUISTICS Code: 22 02 01 Supervisor: NGU THIEN HUNG, Ph.D BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN VÕ THỊ NGỌC ÁI LIÊN KẾT NGỮ VỰNG TRONG TIỂU THUYẾT ―NANH TRẮNG” CỦA TÁC GIẢ JACK LONDON Chuyên ngành: Ngôn ngữ Anh Code: 22 02 01 Người hướng dẫn: TS.NGŨ THIỆN HÙNG i STATEMENT OF AUTHORSHIP I totally assure that the thesis ―Lexical cohesion used in the novel ―White Fang‖ by Jack London‘‘ is my own work for the purpose of graduating the MA course of English Linguistics The content of this thesis has not been published or written by any other authors except for some references which are used in this thesis The thesis has not been submitted for any degree or diploma in any university Quy Nhon, August, 2022 VO THI NGOC AI ii ACKNOWLEDGEMENTS During the period of doing the research, considerable support and great encouragement from my teachers, friends and family were given to me so that I could overcome difficulties and complete my master thesis First of all, I would like to show my deep gratitude to my respected supervisor, Dr Ngu Thien Hung who gives me his helpful guidance and stands by me from the beginning to the end of my thesis Without his accompaniment and encouragement, I could hardly finish this MA thesis Second, I owe an unpaid debt to all the qualified and experienced teachers who helped me broaden my knowledge about English Linguistics and my friendly classmates who gave me unforgettable memories Last but not least, I am extremely thankful to my beloved family and my friends for their love, care and support during the fulfillment of this study iii ABSTRACT This study aims to examine the lexical cohesion realized through lexical cohesive devices in the first four chapters of ―White Fang‖ by Jack London in order to gain an insight into the distribution of types of lexical devices and their textual functions As a descriptive study, the thesis sought the qualitative and quantitative information for the issues of the lexical cohesive devices used in the first four chapters of ―White Fang‖ by Jack London, the lexical ties performed by these lexical cohesive devices in the Thematic Progression of the text of the novel Adopting the descriptive framework by Halliday and Hasan (1976) and Halliday and Matthiessen (2004), the study analyzed the data collected from clauses and sentences containing lexical items that created the cohesion and coherence of the text The analysis of 1.002 instances of Reiteration and Collocation reveals that instances of Reiteration with repetition of the same word(s), synonymy, antonymy, hyponymy, meronymy and general words outnumbered those of collocation with binomials and lexical chains The instances of lexical cohesion were also found with the textual functions as elaborating, extending and enhancing In fulfilling these functions, the lexical items that realized the cohesive text also were acknowledged with their contribution to Thematic progression of the text of the novel Finally, implications about the teaching and learning concerning lexical cohesion were put forwards to the employment of the framework of Systemic Functional Grammar by Halliday and Matthiessen (2004) in analyzing the cohesion of a text, and the recommendation to pedagogical moves in enhancing the interpretation of a text and the writing skills with the use of lexical devices to achieve a cohesive text iv TABLE OF CONTENT STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENT iv LIST OF TABLES vi LIST OF FIGURES vii CHAPTER INTRODUCTION 1.1 Rationale 1.2 Aims of study 1.3 Research questions 1.4 Scope of the study 1.5 Justification of study 1.6 Organization of the study CHAPTER LITERATURE REVIEW AND THEORETICAL BACKGROUND 2.1 Review of previous studies 2.2 Theoretical Background 11 2.2.1 Definitions of coherence 11 2.2.2 Definitions of cohesion 12 2.2.3 Lexical cohesion 13 2.2.3.1 Reiteration 14 2.2.3.2 Collocation 16 2.2.4 Theme – Rheme Structure 18 2.2.5 Thematic Development 19 2.3 Summary 21 CHAPTER RESEARCH DESIGN AND METHODOLOGY 22 3.1 Research design 22 v 3.2 Research methods 22 3.3 Data collection 23 3.3.1 Sample and sources of data 23 3.3.2 Data Collection Procedures 24 3.4 Data analysis 24 CHAPTER FINDINGS AND DISCUSSIONS 27 4.1 Lexical Devices 27 4.1.1 Reiteration 28 4.1.2 Collocation 50 4.2.2 Extending 64 4.2.3 Enhancing 66 4.3 Lexical Cohesive Devices as Tools for Thematic Progression 73 4.4 Summary 84 CHAPTER CONCLUSIONS AND IMPLICATIONS 85 5.1 Conclusions 85 5.2 Implication to the Language Teaching and Learning 87 5.3 Limitation and Recommedation to Further Study 88 REFERENCES 90 APPENDICES vi LIST OF TABLES Table 4.1 Quantitative results of lexical devices used in first four chapters of the novel White Fang by Jack London 27 Table 4.2 Distribution of Reiteration with lexical items in the first four chapters 28 Table 4.3 Reiteration of the same word(s) 36 Table 4.4 Reiteration of synonyms 41 Table 4.5 Reiteration with antonyms 43 Table 4.6 Reiteration with hyonyms and hypernyms 46 Table 4.7 Reiteration with general words 48 Table 4.8 Reiteration with meronyms 50 Table 4.9 Collocation with binomials 53 Table 4.10 Collocations with lexical chains 55 Table 4.11 Textual functions of lexical Devices of cohesion 72 Table 4.12 Thematic Progression Patterns with Lexical cohesion 81 vii LIST OF FIGURES Figure 2.1 zig-zag Thematic Progression pattern (Eggins, 1994) 19 Figure 2.2 Repeated Thematic Progression Pattern (adapted from Danes, 1974) 20 Figure 2.3 Derived Thematic Progression Pattern (adapted from Eggins, 2004) 21 CHAPTER INTRODUCTION 1.1 Rationale From the linguistic view, text is a communicative occurrence which meets seven standards of textuality that should be satisfied for a text to be communicative Beaugrande and Dressler (1992), these standards are the constitutive principles defining communicative purpose of the text and help to realize the connectedness of occurrences through syntactic relations on the surface (cohesion); through conceptual relations in the text (coherence), through the attitudes of the author and reader to the text (intentionality and acceptability), through the transfer of the information (informativity), through the setting (situationality); and through the reciprocal relationship of separate texts (intertextuality) In linguistics and literary studies, textuality is the property by which successive sentences form a coherent text Among the three basic domains of textuality - texture, structure, and context, the term texture encompases the various devices used in establishing continuity of sense and thus making a sequence of sentences working in terms of both cohesion and coherence Cohesion analysis has been a growing interest in several branches of linguistics Halliday and Hasan (1976), Halliday and Matthiessen (2004), Tanskanen (2006) aimed to develop an appropriate taxonomy for the analysis of all kinds of texts Newmark (1987), the topic of cohesion has always been the most useful constituent of discourse analysis or text linguistics applicable to translation Analysis of cohesive devices within a text gives us more insight into how writers structure what they want to say and may be crucial factors in our judgments of whether something is well-written or not Cohesion helps to 78 Theme Rheme T1 The coffin, at the side of the fire served for seat and table R1 T2 The wolf-dogs, clustered on the far snarled and bickered among themselves side of the fire R2 This is the pattern with constant theme where the side of the fire in T1 was repeated in T2, serving as space location for the wolf-dogs (132) I never seen a red wolf before Looks almost cinnamon to me.‘ The animal was certainly not cinnamon- colored Its coat was the true wolfcoat The dominant color was gray, and yet there was to it a faint reddish hue- a hue that was baffling, that appeared and disappeared, that was more like an illusion of the vision, now gray, distinctly gray, and again giving hints and glints of a vague redness of color not classifiable in terms of ordinary experience [p.16] Theme Rheme T1 I never seen a red wolf before R1 T2 (It) Looks almost cinnamon to me.‘R2 T3 The animal was certainly not cinnamon- colored R3 T4 Its coat (colour) was the true wolfcoat (colour) R4 T5 The dominant color was gray, R5 T6 and yet there was to it a faint reddish hue- a hue that was baffling … R6 (133) was a case of … where R1 was repeated in T2 implicitly with the suppressed subject Though the lexical item animal has a different referent 79 from T1 and T2 it still talked about the subject of the paragraph with the focus on wolf colour R3 was repeated in T4 with its coat colour which was developed by R4 with details about colour which in turn was repeated in T5 about colour and developed by R5 with specified colour T6 and R6 functioned as a definite assertion about the colour of the red wolf (134) Daylight came at nine o‘clock At midday the sky to the south warmed to a rose-color, and marked where the bulge of the earth intervened between the meridian sun and the northern world But the rose- color swiftly faded The gray light of day that remained lasted until three o‘clock, when it, too, faded, and the pall of the Arctic night descended upon the lone and silent land Theme T1 Daylight [p.11] Rheme came at nine o‘clock R1 warmed to a rose-color, and marked where the T2 At midday the sky to the south bulge of the earth intervened between the meridian sun and the northern world R2 T3 But the rose-color T4 The gray light of day that remained T5 and the pall of the Arctic night swiftly faded R3 lasted until three o‘clock when it, too, faded R4 descended upon the lone and silent land R5 In (135) the lexical chains help to develop the local theme about colour mentioned in R2 which was repeated in T3 and developed in R3 T4 was the combination of T1 and the R3 where the colour fading was repeated and the result of the fading was mentioned in T5 to be enhanced in R5 with more details about the description of the land (136) Leather harness was on the dogs, and leather traces attached 80 them to a sled which dragged along behind The sled was without runners It was made of stout birchbark, and its full surface rested on the snow The front end of the sled was turned up, like a scroll in order to force down and under the bore of soft snow that surged like a wave before it On the sled, securely lashed, was a long and narrow oblong box There were other things on the sled-blankets, an axe, and a coffeepot and frying-pan; but prominent, occupying most of the space, was the long and narrow oblong box [p.5] Theme T1 Leather harness T2 and leather traces Rheme was on the dogs R1 attached them to a sled which dragged along behind R2 T3 The sled was without runners R3 T4 It was made of stout birchbark R4 T5 and its full surface rested on the snow R5 was turned up, like a scroll in order to force down T6 The front end of the sled and under the bore of soft snow that surged like a wave before it R6 T7 On the sled, securely lashed, was a long and narrow oblong box R7 were other things on the sled-blankets, an axe, and a T8 There coffeepot and frying-pan R8 T9 prominent, occupying most of the space, was the long and narrow oblong box R9 In (136) T1, T2 show the pattern of constant theme with leather but from T3 onward, the lexical term sled in R2 was repeated in T4, T5, T6, T7 81 T8 introduced another theme with the listing of things which were enhanced in R8 which went on in R9 Table 4.12 Thematic Progression Patterns with Lexical cohesion No Thematic progression pattern Exmples T1+R1 A vast silence reigned over the land The T2+R2 (R1 T2 with repetition) land itself was a desolation, lifeless, without movement, so lone and cold that the spirit of it sadness T2 with repetition) T3+R3 (T2 R3 with more details) way, after the manner of a dog; but in its wistfulness there was none of the dog affection It was a wistfulness bred of hunger, as cruel as its own fangs, as merciless as the frost itself [p.16] R2 with repetition She looked at him merely with a great T1+R1 (R1 [p.5] It looked at them in a strangely wistful T1+R1 T2+R2 (R1 was not even that of with more detail wistfulness, but he knew it to be the wistfulness of an equally great hunger [p.23] It was the she-wolf who had first caught the sound of men‘s voices and the T1+R1 (T1 T2 with repetition whining of the sled-dogs; and it was the she-wolf who was first to spring away from the cornered man in his circle of dying flame [p.29] T1+R1 (T1 T2 (with pronoun)) T2+R2 (R1 at feedin‘ time First she ate the R2 with repetition dogfood Then she ate the dogs An‘ with more detail T3+R3 (R2 ‗Red she-wolf Come in with the dogs R3 with repetion after that she ate Bill ‘ ‗Where‘s Lord Alfred?‘ one of the men bellowed in his 82 No Thematic progression pattern with more detail Exmples ear, shaking him roughly [p.26] T1+R1 T2+R2 (T1 R2 with The young leader snarled terribly, but his snarl broke midmost into a tickling cough repetition) Bleeding and coughing, already stricken, T3+R3 (R2 T3 with repetition) he sprang at the elder and fought while life faded from him, his legs going weak T4+R4, T5+R, T6+R6, T7+R7 beneath him, the light of day dulling on (Lexical chains of the same his eyes, his blows and springs falling topic/theme describing the shorter and shorter [p.31] underdog‘s desperate situation T1+R2 T2+R2 (R1 R2 (repetition) T3+R3 (T1 T3 (repetition) An‘ so, when I saw it run off across the snow, I looked in the snow an‘ saw its tracks Then I counted the dogs an‘ there T4+R4 T5+R5 (R2 (R1 was still six of ‗em The tracks is there T5 (repetition) in the snow now [p.7] R5 (repetition) The coffin, at the side of the fire, served for seat and table The wolf-dogs, T1+R1 clustered on the far side of the fire, T2+R2 (part of T1 T2)) snarled and bickered among themselves, but evinced no inclination to stray off into the darkness [p.7] T1+R1 T2+R2 (R2 I never seen a red wolf before Looks T1 with certainly not cinnamon- colored Its coat pronoun) T3+R3 (R1 almost cinnamon to me.‘ The animal was T3 with was the true wolfcoat The dominant color 83 No Thematic progression pattern Exmples hypernym) was gray, and yet there was to it a faint T4+R4 (R3 T4 lexical chain: reddish hue- a hue that was baffling, that appeared and disappeared, that was more colour) like an illusion of the vision, now gray, T5+R5 (T4 T5 repetition)) T6+R6 (R2,3,4,5 R6 (lexical distinctly gray, and again giving hints and glints of a vague redness of color not classifiable chains: colour) in experience Daylight T1+R1 T2+R2 (T1 chains) 10 of ordinary [p.16] came at nine o‘clock At midday the sky to the south warmed to R2 (lexical T3+R3 (R2 terms a rose-color, and marked where the bulge of the earth intervened between the T3 (repetition) meridian sun and the northern world But the rose- color swiftly faded The gray T4+R4 (R3 T4 (lexical chains) T5+R5 (R4 light of day that remained lasted until three o‘clock, when it, too, faded, and the T5 (lexical pall of the Arctic night descended upon the lone and silent land chains) [p.11] Leather T1+R1 harness was on the dogs, and leather traces attached them to a sled T2+R2 (T1 T2 (repetition) T3+R3 (R2 T3 (repetition)) T4+R4 (T3 T4 (pronoun)) T5+R5 (T4 T5 (repetition+ 11 detail) T6+R6 (T3 which dragged along behind The sled was without runners It was made of stout birchbark, and its full surface rested on the snow The front end of the sled was turned up, like a scroll in order to force down and under the bore of soft snow T6 (repetition+detail)) that surged like a wave before it On the sled, securely lashed, was a long and narrow oblong box There were other things on T7+R7 (T3 T7 the sled-blankets, an axe, and a coffeepot 84 No Thematic progression pattern Exmples (repetition+detail)) and frying-pan; but prominent, occupying T8+R8 (R7 R8 (general word)) T9+R9 (R7 most of the space, was the long and narrow oblong box [p.5] R9 (repetition) 4.4 Summary This chapter has presented the formal aspects of lexical cohesion used in the first four chapters of ―White Fang‖ by Jack London The chapter also presented the analysis of the textual functions of these lexical devices that realize cohesion and their contribution to the thematic progression of the text of the novel 85 CHAPTER CONCLUSIONS AND IMPLICATIONS The examination of the cohesion in the text of four chapters of ―While Fang‖ by Jack London has enabled me to come to the conclusions about the formal aspects and lexical relations of these lexical cohesive items and put forward implications concerning pedagogical actitivies as follows 5.1 Conclusions Regarding the types of lexical devices to realize the cohesion in the text of four chapters of ―While Fang‖ by Jack London it can be recognized that all types of lexical cohesion have been found in the text of these four chapters with different distribution Reiteration with repetition of the same word(s) was found to account for the highest frequency along with the occurrency of synonymy, antonymy, hyponymy, meronymy and general words As compared, collocation with binomials and lexical chains made up a small portion of occurrency in the text This imbalance can be accounted partly by the genre of the literary text where narration is the most promminent feature for the referential functions with the repetition of the participants as men, dogs, wolves and things accompanied with them in the context of the novel Also, processes with the typical verbs denoting behaviours, emotion, relation that characterize the happenings distinctive for situations in the story were realized with lexical items for the cohesion of the text That explains such words as men, wolf, wolves, pack … occurred with high frequency in the repetition in referential function both inclusive and exclusive Also, the high frequency of Reiteration was partly attributed to the use of lexical items for denoting processes with verbs, adjectives and nouns to express typical acts of the dogs and wolves that made the description of the characters more vivid with such verbs as leap, trot, spring, snarl … and nouns as movement, circle … 86 With respect to the textual functions of lexical devices, in spite of a small portion of occurrence in the text, collocation with binomials and lexical chains was seen as an effective lexical devices together with those of Reiteration to fulfill the textual functions to bring the unity to the text along with the elaborating, extending and enhancing function These devices help to add something new to the description of the participants, processes and circumstances represented in the clause or sentences which are elaborated, extended and enhanced Binomials which signal the time, space location and extent, manner was found to contribute to the addition of new information to the circumstantial of the clause along with the lexical chains which help to connect ideas in clauses with lexical items about the same, common theme in a certain context of an event or situtation Two main reasons can be mentioned her why lexical chains are essential for this function: These lexical chains along with the context assist in reducing ambiguity and narrowing problems to a specific meaning of a word, and they offer clues to determine coherence and discourse, thus a deeper semantic-structural meaning of the text Another interesting point to mention here is the use of repetition of the same words with textual function where a noun can be used as a repetition of the same participant in one context, but in another one, this lexical item can be used as to signal a circumstance for the enhancement for an enhanced clause previously mentioned, like the noun snow or fire Some of these nouns can be used sometimes to signal the time extent, and other times for time location, and the same can be said to space location and space extent Respecting the function of cohesive devices in Thematic progression of the text in four chapters of ―White Fang‖, the study shows that synonymy, antonymy, hyponymy, meronymy and lexical chains were found to pay a significant contribution to the development of the text Instances of simple or linear Theme, and derived Theme were found here and there in the text with 87 the use of lexical items in the textual functions with lexical relations as elaborating, extending and enhancing Under the same theme and context of the story, the lexical items were used as to introduce a new theme by repeating the rheme of the enhanced clause or sentence previously mentioned Sometimes, the same theme can be expressed with the repetition of the same word(s) as the same participant of the process, though in different forms of the same lexical items Some other times, the lexical items in the rheme of the first clause can be used to signal an extension of a rheme in the extended clause that follows or in the next paragraph 5.2 Implication to the Language Teaching and Learning Under the framework of SFG, the findings from the qualitative and quantitative result of describing the formal aspects and lexical relations of these lexical cohesive items enable us to put forwards some implication to the language teaching and learning concerning lexical cohesion of a text Within the framework of SFG, apart from the descriptive information about the types of lexical cohesion with lexical items in their distribution in the text of a novel, we should pay attention to the use of these lexical items that signal both their roles within the framework of lexicogrammar This analysis helps to shed light into the functional meaning of lexical items that realize the cohesive ties of the text along with the logico-semantic roles with elaborating, extending and enhancing along with the Thematic progression of the text This is expected to help the teachers and students a great deal in developing the skill of assessing the textuality of a literary text as well as texts of other genres to be dealt with in the subjects of the curriculumn The pedagogical proposals thus lay the emphasis on the analysis of how the characters in the stories of literary works along with other kinds of participants, processes and circumstances are represented and lexically connected in the context of the story That is how the people and animals as 88 characters in the wild world were viewed within the mode of process of Behaviour, Relation, Perception, Desideration, Cognition and Emotion Accordingly, it is assumed that the teacher‘s role in the instructional activities should be helping the students to raise their awareness of the functional aspects of those lexical items as cohesive devices with textual information about the lexical ties, types of expanding the clauses with details about the referents in the context In this sense, a text analysis should be done using lexicogrammar that focuses on the Thematic Progression by which language learners are exposed to the a functional framework that allows them to analyze how the writers form the unity of the text with different types of lexical cohesion Apart from the reference to a the issues of lexical choice within SFG framework, the choice of literary texts is one crucial factor for consideration of how the writer chooses to set up the context for his/her narration Literary works by mamous writers, namely Charles Dickens, Jack London, Somerset Maugham or Ernest Hemingway should be introduced with tasks of text analysis which manifest the cohesion and coherence of a commicative discourse The lexical choice for this genre can help to build up the familiarity in interpreting the text where reiteration and collocation may contribute to a cognitive effect in interpreting the text Some of the extracts of the stories of the short stories or novels have been introduced into the curriculum of the second year and third year students as English majors This can help to bring the familiarity for students to entertain with the characters, the plot and the social and cultural context of the stories, which facilitates the analysis of the lexical cohesion to achieve the coherence of the target text in learning 5.3 Limitation And Recommedation To Further Study With the aim, objectives of the study, qualitative and quantitative information was sought to answer the research questions about the formal and 89 functional aspects of the lexical devices to realize cohesion of the text in the first four chapters of ―White Fang‖ Though these objectives have been achieved with the descriptive information about the types of lexical devices used and their textual functions under investigation, there is still much that remains open for study The discussion has not addressed in details the logico-semantics and taxis of the lexical devices in terms of interdependency between 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Also, the two terms binomial and lexical chain as naming the lexical items for cohesion were used in this study The former was used with the sense other than the linguistic definition of a fossilized