An analysis of coordinators as cohesive devices in the call of the wild by jack london in comparison with its vietnamese translation

CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled “An analysis of coordinating conjunctions as cohesive devices in “The Call of the Wild” by Jack London in comparison with its Vietnamese translation” submitted in partial fulfillment of the requirements for the degree of Master in English Linguistics Except where the reference is indicated, no other person‟s work has been used without due acknowledgement in the text of the thesis Hanoi, 2015 Truong Hai Ha Approved by SUPERVISOR Associate Professor Vo Dai Quang, PhD Date:…………………… i ACKNOWLEDGEMENTS This thesis could not have been completed without the help and support from a number of people First and foremost, I would like to express my sincere gratitude to Assoc Prof Dr Võ Đại Quang, my supervisor, who has patiently and constantly supported me through the stages of the study, and whose stimulating ideas, expertise, and suggestions have inspired me greatly through my growth as an academic researcher A special word of thanks goes to many teachers of Faculty of English and teachers of Faculty of Postgraduate studies of Hanoi Open University who have enthusiastically given lectures in my MA course and many others, without whose support and encouragement it would never have been possible for me to have this thesis accomplished In addition, I am greatly indebted to my family, my friends for the sacrifice they have devoted to the fulfillment of this academic work Last, but not least, my debt to the authors and publishers of the books listed in the References is equally great To these all scholars, I offer my deep gratitude ii ABSTRACT This thesis deals with the coordinating conjunctions as cohesive devices in “The Call of the Wild” by Jack London at the sentence level The thesis gives a systematic presentation of the uses of coordinating conjunctions as cohesive devices in the English novel “The call of the Wild” and its Vietnamese translated version In addition, the thesis makes a contrastive analysis of these coordinators in “The Call of the Wild” and their Vietnamese translations in order to find out the similarities and differences in terms of syntactic and semantic features The thesis also makes a contrastive analysis of the three central coordinators AND/BUT/OR in English and their equivalents VÀ/NHƢNG/HAY-HOẶC in the Vietnamese translated version in order to find out whether they are the only equivalents of AND/BUT/OR in all contexts Last but not least, the thesis provides some suggestions for English language teaching and translation iii TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF FIGURES AND TABLES vii Chapter INTRODUCTION 1.1 Rationale for the study 1.2 Aims of the study 1.3 Objectives of the study 1.4 Scope of the study 1.5 Significance of the study 1.6 Structural organization of the thesis Chapter LITERATURE REVIEW 2.1 Review of previous studies related to the research area of the thesis… 2.2 Theoretical background 2.2.1 Discourse and text 2.2.2 Spoken and written discourse 2.2.3 Cohesion and Coherence in Discourse 10 2.2.4 Cohesion and Discourse Structure 12 2.2.5 Cohesive Devices 13 2.2.6 Conjunction as cohesive devices 15 2.2.7 Coordinating conjunctions 17 2.3 Summary 18 Chapter METHODOLOGY 20 3.1 Research-governing orientations 20 iv 3.1.1 Research questions 20 3.1.2 Research setting 20 1.1.3 Research type 21 1.1.4 Research approach 21 1.1.5 Principles for intended data collection and data analysis 21 3.2 Research methods 22 3.2.1 Major methods vs supporting methods 22 3.2.2 Data collection techniques 23 3.2.3 Data analysis techniques 23 3.3 Summary 24 Chapter FINDINGS AND DISCUSSION 25 4.1 An overview of coordinating conjunctions usages in the English novel and the Vietnamese translated version 25 4.2 Similarities and Differences in coordinating conjunctions usages in the English novel and the Vietnamese translated version 29 4.2.1 Similarities 29 4.2.2 Differences 37 4.3 AND/OR/BUT in English and their Vietnamese equivalents 48 4.3.1 AND vs VÀ 48 4.3.2 BUT vs NHƢNG 57 4.3.3 OR vs HAY-HOẶC 59 4.4 Implications for teaching and translating coordinating conjunctions 62 4.4.1 Implications for teaching coordinating conjunctions 62 4.4.2 Implications for translating coordinating conjunctions 64 4.4.3 Suggested types of exercises 66 4.5 Summary 68 Chapter CONCLUSION 69 5.1 Recapitulation 69 v 5.2 Concluding remarks on each of the thesis objectives 70 5.2.1 Concluding remarks on objective 70 5.2.2 Concluding remarks on objective 71 5.2.3 Concluding remarks on objective 71 5.3 Limitations of the current research 72 5.4 Suggestions for further study 73 REFERENCES 74 BIBLIOGRAPHY 76 vi LIST OF FIGURES AND TABLES Table 2.1: Types of grammatical and lexical cohesion 14 Table 2.2: Functions of English coordinating conjunctions 18 Table 4.1: Coordinating conjunctions in the English and Vietnamese novels 25 Table 4.2: English coordinating conjunctions in “The Call of the Wild” by Jack London 26 Table 4.3: Vietnamese coordinating conjunctions in “Tieng goi noi hoang da” by Manh Chuong 28 Table 4.4: The similarities and differences between English and Vietnamese coordinating conjunctions in terms of syntactic, semantic features 47 Table 4.5: Vietnamese equivalents to AND denoting the examined implications 56 Table 4.6: Vietnamese equivalents to BUT denoting the examined implications 59 Table 4.7: Vietnamese equivalents to OR denoting the examined implications 61 vii Chapter INTRODUCTION 1.1 Rationale for the study Cohesion is an important factor of discourse which has attracted a lot of attention from linguists The most significant research on cohesion is “Cohesion in English” by Halliday and Hasan (1976) They say that the concept of cohesion accounts for the essential semantic relations whereby any passage of speech or writing is enabled to function as text They discuss the cohesive relationships under five main headings: reference, substitution, ellipsis, conjunction and lexical cohesion Quirk (1973) primarily covers three main factors of sentence connection The first is the implication in the semantic content The second is lexical equivalence The third is syntactic devices Guy Cook (1989) on the other hand, includes also verb forms, parallelism, repetition and lexical chain as cohesive devices – formal links within the sentence or across the sentence boundaries In Vietnamese, Tran Ngoc Them (1985) has written an insightful book about cohesion He discusses ten cohesive devices namely repetition, antithesis, synonymic substitution, association, linearity, pronoun substitution, weak ellipsis, loose conjunction, strong ellipsis and tight conjunction Diep Quang Ban (2004), however, states that reference, substitution, ellipsis, conjunction and lexical cohesion are five major cohesive devices Based on the knowledge, many MA theses about cohesive devices were also conducted in different fields Most of them made an analysis of cohesive devices in certain types of discourse such as information and communication technology advertisements, letters of enquiry, job application letters and business contract discourse Although a number of theses on cohesive devices in different types of discourse were conducted, they didn‟t focus on coordinators as cohesive devices in literary works That has encouraged the author to conduct "An analysis of coordinating conjunctions as cohesive devices in “The Call of the Wild” by Jack London in comparison with its Vietnamese translation” as the topic of this study This study will provide a close analysis of coordinating conjunctions employed in the English novel “The Call of the Wild” and their equivalents in the Vietnamese translated version 1.2 Aims of the study Based on the contrastive analysis of two literary corpora, an original text in English and its translation into Vietnamese, this study aims at providing a close analysis of coordinating conjunctions employed as cohesive devices in English and their equivalents in the Vietnamese translation The study mainly aims at providing some implications for teaching coordinating conjunctions and translating them from English into Vietnamese 1.3 Objectives of the study The study tries to: - Identify the similarities and differences between coordinating conjunctions used in “The Call of the Wild” by Jack London and those in the Vietnamese translation by Manh Chuong (2011) with respect to their syntactic and semantic features - Find out the equivalents of the three coordinating conjunctions AND/BUT/OR in the Vietnamese translated version in all relations - Put forward some suggestions for teaching English coordinating conjunctions and translating them from English into Vietnamese 1.4 Scope of the study Within the limited time and knowledge as well as shortage of reference materials, it is not the author‟s ambition to investigate various types of conjunctions as cohesive devices but discuss only the most frequently coordinating conjunctions used in “The Call of the Wild” by Jack London and “Tieng Goi noi hoang da” by Manh Chuong (2011) The main focus is on the descriptive and contrastive analysis of coordinating conjunctions usages in the two novels with respect to the syntactic and semantic features 1.5 Significance of the study Theoretically, this study provides a better understanding of cohesive devices in general and coordinating conjunctions as cohesive devices in particular Practically, this study helps learners of English be more aware of the role of coordinating conjunctions as cohesive devices in creating discourse Thus, the study may help learners to avoid some common mistakes and overcome the difficulty in using coordinating conjunctions Its results are also beneficial to those who are engaged in English language teaching as well as those who want to communicate via English 1.6 Structural organization of the thesis Apart from the acknowledgements, the contents, the list of tables and figures, the references and bibliography, the thesis consists of five chapters Chapter 1: Introduction This chapter gives a brief account of relevant information such as rationale, aims and objectives, scope, significance and structure of thesis Chapter 2: Literature review and theoretical background This part reviews some previous studies on similar issue and gives an overview on Discourse, Cohesion, and Conjunctions as cohesive devices 4.4 Implications for teaching and translating coordinating conjunctions 4.4.1 Implications for teaching coordinating conjunctions It is the fact that cohesive devices play a very important role in making a discourse because they produce cohesion, which is of vital importance in writing Therefore, it is the job of the teacher to raise students‟ awareness of cohesive devices in general and coordinators in particular Vietnamese students have incompletely understanding of the function and the use of coordinators in English They fail to employ coordinators in a natural way An example of this is that they use so much coordinators, or wrong implications of AND/BUT/OR It‟s not surprising to see our students produce sentences with two conjunctions in only one sentence like: “Because he‟s so arrogant, so he has no friends” or “Although they are poor, but they are very happy” Thereafter, it is highly advisable for teachers to exploit suitable methods in teaching English conjunctions in order to inspire learners and facilitate their learning In the first place, teachers should emphasize important transitions so that students have more chance to recognize those transitions and understand how the semantic relationships between sentences and paragraphs are manifested by coordinators Therefore, realizing the role of coordinators is an essential task for learners Furthermore, teacher should state all the functions and the uses of AND/BUT/OR It is more than one meaning use To make it effective, the meaning must be put in real text in order that students can recognize the implication that coordinators are used in that situation before the teacher state out It sets up a good stimulus for students in “absorbing” knowledge in the theory aspect In real situations, sentences are connected by means of coordinators AND/BUT/OR Understanding the situation students can 62 define the relationship between sentences and build up the system of coordinators‟ uses It is better way for new method in teaching English Teacher can set up different situations and the situations must be clear so that the learners cannot get confused when identifying the semantic relationship between the coordinated clauses Teacher should create as many real life situations as possible for students to produce language message This can be done in both spoken form, and written form By doing so, the learners certainly recognize that coordinators can denote several other implications besides the logical relationships commonly used and understood The teaching materials are also as important as the teaching method The materials chosen should ensure the clear explanation and the description of the coordinators in consideration For illustration, pairs of discourse should be given to contrast the good ones with those considered to be a failure due to the inappropriate use of coordinators Furthermore, the teaching materials should be aimed at communicative purpose of language teaching, so situations set should be familiar and understandable to the learners Sample discourses with detailed knowledge about science, technology or a certain technical process should be avoided The discussions on coordinators in many grammar books focus on their intra-sentential level instead of their inter-sentential level That is, their main teaching points are on the syntactic functions of using conjunctions Teachers should provide more exercises or activities for students to be familiar with the usage of those inter-sentential coordinators Besides, teachers should focus on designing many types of exercises for learners to practice until they are proficient in using English coordinators Last but not less, bilingual materials should be encouraged to ensure the exact use by the learners and to avoid pitiful interference 63 In conclusion, the teaching of reading has often focused on the sentence level Vocabulary and grammar have received a great deal of attention However, we also need to help students look at relations which exist between sentences and between paragraphs Teaching cohesion in general and coordinators in particular is a key way of increasing students‟ awareness of how texts function Therefore, some types of exercises are suggested in the hope of helping students avoid making mistakes in using these three English coordinators 4.4.2 Implications for translating coordinating conjunctions Translation does not mean to create a new discourse but it requires a lot to make some reproduction of the original discourse That is, together with the propositional content, the translator should also take into account the information given in relation to some extra linguistic factors as social interaction, cultural values…, which force the translator to search for suitable means for an adequate translation Within this research scope, we suggest the translator should pay special attention to the followings: Firstly, translators have to master the original discourse, and try to identify relations between pieces of the discourse so as to choose the proper devices for the translation It is the purpose of the author that decides the selection by the translator But linguistic styled vary from language to language So, that is the translator‟s duty to sort out and select possible devices, especially cohesive devices in sentence connection in different language Secondly, translators should analyze the connotative meaning of conjunctions and find an alternative means of translation; if possible, understanding cross - cultural notes between English and Vietnamese are helpful hints for translating implied conjunctions from Vietnamese into 64 English For example, the meaning of coordinator “but” is not popular in English; yet, Vietnamese is rich in this use of “nhưng” The link by “nhưng” was implied in the connection of two sentences in which one has a denotative meaning while the other has a connotative meaning This is illustrated in the following sentence: “Anh Phong thông minh anh Hoàng đẹp trai.” In this example, “nhưng” cannot be easily translated as “but” because it does not seem to convey all the connotative meaning of the sentence There is no measure of comparing smartness, a quality of human intellect with handsomeness, a feature belonging to people‟s appearance Actually, there are two hidden comparison between Phong and Hoang One is “Phong is smarter than Hoang”, other is “Hoang is more handsome than Phong” This viewpoint was best justified by Nguyễn Lai (2006) He emphasizes that if only studying conjunctions as a tool, a sign of expressing grammar relationships, not yet paying attention to their ability in contributing to the expression of the sentence‟s meaning and their functions in communication activities is not sufficient to understand the value and function of conjunctions In addition, if Vietnamese learners are addicted to the habit of considering AND as simply the equivalent to VÀ, they fail to transfer other relations of AND In some cases, the most successful conjoining device can be VÀ VÌ THẾ, VÀ DO ĐĨ In other cases AND ought to be transferred by NHƢNG, VỚI ĐIỀU KIỆN LÀ Similarly, BUT is transferred not only NHƢNG but many others such as MÀ, MÀ CÒN, TUY NHIÊN seems to be much better OR is completely equivalent to HAY, HOẶC But, sometimes it must be understood as negative condition expressed by NẾU KHƠNG THÌ… 65 To some extent, the research proves to be useful to direct Vietnamese learners to accept those ways of translating Thus, if translators have got used to mastering the different meanings of each coordinators, they will be quick at choosing the Vietnamese equivalents and vice versa 4.4.3 Suggested types of exercises  Type 1: Combine the following pairs of sentences using the coordinators: You can go there by bus You can go there by train We know him We know his friends I wanted to go He wanted to stay  Type 2: Match a sentence in column A with another in column B using appropriate coordinators A B Your arguments are strong AND They don‟t convince me I bought a bottle of wine BUT We drank it together You can it right now OR You can leave it until tomorrow  Type 3: Fill in the gaps with appropriate coordinators We were getting tired,………… we didn‟t stop for a rest The waiter was very nice, ……… the food was delicious Walk quickly,………… you will be late These three types of exercise is rather simple but it helps to establish the logical thinking of students by organizing ideas with the use of AND to denote addition, BUT to express contrast and OR to show alternative  Type 4: Complete the sentences using the suggested coordinator We have to work hard, (or)………………………………………… He is intelligent, (but) ……………………………………………… She tried her best (and) ……………………………………………… 66 This type of exercise may be helpful in arousing the students‟ interest in using these coordinators to signal logical relations between ideas It also helps improve the students‟ reproductive skill  Type 5: Identify the semantic implications between the coordinated clauses of the following sentences: Maria tried to read a novel in French, but it was too difficult I bought a bottle of wine, and we drank it together You can it right now, or you can leave it until tomorrow They disliked John – and this is not surprising Give me some money, or I‟ll shoot you The purpose of this exercise is to help students recognize that these three coordinators AND/BUT/OR can denote several other implications besides the logical relationships commonly used and understood Therefore, it is important for teachers to make the situations clear when designing this type of exercise so that the students cannot get confused when identifying the semantic relationships between the coordinated clauses  Type 6: a Translate the following sentences into Vietnamese Pay much attention to Vietnamese equivalent linkers to the coordinators given Maria tried to read a novel in French, but it was too difficult I bought a bottle of wine, and we drank it together You can it right now, or you can leave it until tomorrow He tried hard and he failed There‟s nothing attractive at all, but I have to accept it b Translate into English the following sentences Use only AND/BUT/OR as linking devices equivalent to the underlined words 67 Tôi yêu cô nhƣng cô lại yêu Anh không đến, định hủy nhân Tôi giúp anh với điều kiện anh phải cố gắng The aim of these exercises is to remind the students of the flexibility in meaning of the coordinators AND/BUT/OR And it also aims to make the students be aware of the different Vietnamese equivalent linkers of these coordinators Hopefully, these types of exercises would be appreciated and exploited by teachers and students in order to help students become better writers 4.5 Summary As a matter of fact, there has been a great deal of linguistic learners carrying out studies on different subject related to cohesion However, this thesis is just attempted to make detailed analysis of coordinators used in “The Call of the Wild” by Jack London and the Vietnamese translated version The main contents of the topic are presented in chapter four In terms of frequency of using coordinating conjunctions in “The Call of the Wild‟, as previous discussed, the most frequently English coordinators found in English version are AND/BUT/OR the Vietnamese equivalents most in use are VÀ/ NHƢNG/ HAY-HOẶC In addition, We now understand that so as to produce a good literary work, there must be a combination of different writing techniques, and coordinators is one of the decisive factors that contribute to making such literary works extremely successful The thesis also finds out some similarities and differences between coordinators used in the English and the Vietnamese translated version in terms of syntactic and semantic features 68 Chapter CONCLUSION 5.1 Recapitulation In this thesis the following issues have been raised for research: The focus of the thesis is on the similarities and differences of English and Vietnamese coordinators in term of syntactic and semantic features With the scope of this thesis, we have just studied coordinators in the way they join two clauses We can withdraw some conclusions as follows: Firstly, the result shows that all kinds of coordinating conjunctions appear in “The Call of the Wild” AND takes up the highest portion, BUT comes second, and OR comes next This result is quite similar in the Vietnamese translated version In the Vietnamese translated version the three “VÀ/ NHƢNG/HAY-HOẶC are the most frequently coordinators used Secondly, the thesis also finds out some similarities and differences in coordinators usage in the English and Vietnamese novel Finally, AND/BUT/OR in English have the most equivalent are VÀ/NHƢNG/HAY-HOẶC AND/BUT/OR and in Vietnamese VÀ/NHƢNG/HAY-HOẶC translated have some version similar syntactic features which mainly affect the mechanism of their logical relation However, VÀ/NHƢNG/ HAY-HOẶC are not the only equivalents to AND/BUT/OR in all relation respectively In fact, for different meaning implied by AND/BUT/OR many other linkers or expressions are found as Vietnamese equivalent of these three coordinators 69 5.2 Concluding remarks on each of the thesis objectives 5.2.1 Concluding remarks on objective This study has achieved objective of the research: “Identifying the similarities and differences between coordinating conjunctions used in “The Call of the Wild “by Jack London and in the Vietnamese translation by Manh Chuong (2011) with respect to their syntactic and semantic features” because of the following reasons: Based on the results from synthesizing the occurrence frequency of coordinators in the English and Vietnamese novel, the writer has conducted a succinct contrastive analysis to find out the similarities and differences of conjunctions in terms of syntactic and semantic features in both languages As regards syntactic features, we see the following similarities (i)Both English and Vietnamese coordinators have the function as joiners or linking devices (ii)In addition AND/ BUT/OR in English and VÀ/NHƢNG/HAY-HOẶC in Vietnamese share the same syntactic features such as: restricted to initial position, sequentially fixed, not preceded by conjunctions, ellipsis of subject, linking more than two clauses (iii)There exist some words whose functions are both conjunctions and prepositions (e.g FOR in English and VỚI in Vietnamese…) However, some differences have been also worthily noted: (i) English writers are likely to use one conjunction as a linking word in a sentence rather than two as in the Vietnamese ones In terms of semantic features, the comparison between the two languages has led to the identification of some similarities: (i) English and Vietnamese conjunctions have the same literal senses (ii) Conjunctions used as the means of expressing meanings such as reason, concession, purpose … (iii) there appear some coordinators representing the same 70 semantic relationship in the both languages (e.g and/ but express the contrast relation) Nevertheless, both languages appear to be different to a larger extent: (i) Vietnamese coordinator meanings tend to be more flexible than those in English (ii) In English there exist conjunctions expressing positive or negative meanings while this phenomenon seems to be not clear in Vietnamese (iii) Conjunctions VÀ, HOẶC in Vietnamese are used with only one meaning whereas conjunctions AND, OR in English possess other different senses 5.2.2 Concluding remarks on objective For objective of the study: “Finding out the equivalents of the three coordinating conjunctions AND/BUT/OR in the Vietnamese translated version in all relations”, this study has succeeded in achieving this objective although not yet perfectly to some extent Via document analysis instrument, the author has found out that AND/BUT/OR in English VÀ/NHƢNG/HAY-HOẶC in have the Vietnamese most equivalent AND/BUT/OR are and VÀ/NHƢNG/HAY-HOẶC have some similar syntactic features which mainly affect the mechanism of their logical relation However, VÀ/NHƢNG/HAY-HOẶC are not the only equivalents to AND/BUT/OR in all relation respectively In fact, for different meaning implied by AND/BUT/OR many other linkers or expressions are found as Vietnamese equivalents of these three coordinators 5.2.3 Concluding remarks on objective Objective 3: “Putting forward some suggestions for teaching coordinating conjunctions and translating them from English into Vietnamese” The study gives some useful implications as follows: 71 For teaching coordinators, teachers should help learner to realize the role of coordinators Teacher should state the functions and the use of coordinators It is important to put them in real context in order that the learner can recognize the implication that coordinators are used in that situation Understanding the situation students can define the relationship between sentences and build up the system of coordinators‟ use For translating coordinators, it is necessary for translators to analyze the connotative meaning of coordinators and find an alternative means of translation Translators should master the different meanings of each coordinator It helps them choose the Vietnamese equivalent and vice versa more quickly As a result, these implications can be applied as a general framework or model for teaching conjunctions This is extremely significant for EFL learners in particular 5.3 Limitations of the current research Through the author did her best to provide a good thesis, there are still limitations in the study, which was beyond the author‟s control Firstly, due to the limitation of time, this study focuses on only coordinators as cohesive devices which are only a small part in the English cohesive devices system Secondly, the number of samples is not large enough In other words, with limited samples for each coordinator the samples for the research were not really large to allow many generalizations about the performance of coordinators examined Hopefully, in the future research, more samples will be analyzed to have a more satisfactory result In addition, the samples of this study have been studied from the novel where the performance of coordinators AND, BUT, OR in context may be affected by the writer‟s writing style Therefore, it is likely to cause some 72 effects when putting the semantic implications of each coordinator in the order of their frequency of occurrence In spite of these limitations, the study has generally been successed in providing Vietnamese learners of English with something useful for better understanding of cohesion in written discourse and thus, improves their learning 5.4 Suggestions for further study Honesty speaking, this study is a very small aspect of English coordinators as a whole because of the limited time and scope of the thesis as well as the unsustainable knowledge of the author This study only deals with coordinators as cohesive devices in English written discourse within the sentence level only But discourses are not always long stretches of sentences There are public notices, proverbs, advertising slogans, etc, where one sentence by itself comprises a complete text And discourses are not always limited within written form For the varieties of discourse form and length, it is suggested further research about coordinators as follows: - Coordinators AND/BUT/OR as cohesive devices in English spoken discourse - Coordinators AND/BUT/OR above the sentence level - Coordinators AND/BUT/OR as cohesive devices in a certain type of discourse (application letters, business contracts, etc) Hopefully, readers of this thesis can find it's useful for their future works and studies or at least see it as a reference worth looking at Due to the limited time, the framework of a minor M.A thesis as well as the limited knowledge of the author, mistakes are inevitable Any further comments and criticism that can go toward improving this study are, therefore, would be highly appreciated 73 REFERENCES In Vietnamese: Diệp Quang Ban (1998) Văn liên kết tiếng Việt Hà Nội: NXB Giáo Dục Hà Nội Diệp Quang Ban (2004) Ngữ pháp tiếng Việt Hanoi: Education Publishing House Diệp Quang Ban, Hoàng Văn Thung (2007) Ngữ pháp tiếng Việt (tập 1) Hanoi: Education Publishing House Mạnh Chƣơng (2011) Tiếng gọi nơi hoang dã Hà Nội Nhà xuất Văn học Nguyễn Lai (2006), Ngữ nghĩa liên từ Tiếng Việt Nhà xuất Đại học Sƣ phạm TP Hồ Chí Minh Lai Nhã Trúc (2006), Luận văn thạc sĩ-Ngữ nghĩa 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