Nghiên cứu câu hỏi tu từ có từ nghi vấn trong tiếng anh với sự đối chiếu tro

Declaration I hereby declare that no part of the enclosed Master Thesis has been copied or reproduced by me from any others’ work without acknowledgement and that the thesis is orginally written by me under strict guidance of my supervisor Hanoi, 12/2013 Candidate Dang Thuy Linh Approved by Nguyen Dang Suu, Ph.D i List of abbreviations Adj : Adjective A time : Adverb of time A place : Adverb of place A reason : Adverb of reason A intensifications : Adverb of intensification A duration : Adverb of duration A frequency : Adverb of frequency Co : Object complement Cs : Subject complement O/Obj/ BN : Object/ Objective/ Bổ ngữ Od : Direct object GW/GW-d : Gone with the Wind/Cuốn theo chiều gió(bản dịch) JE : Jane Eyre/ Jên Erơ Pre : Predicate RB/ RB-d : The Red and the Black/ Đỏ Đen (bản dịch) RQs : rhetorical questions Q-word : wh-word Q-element : the clause element containing the wh-word S/ CN : Subject/ Chủ ngữ GF/ GF-d : The Godfather/ Bố già (bản dịch) TB/TB-d : The Thorn Bird/ Tiếng chim hót bụi mận gai V/ ĐT : Verb/ Động từ Wh-questions : English questions with the interrogative words ii Acknowledgements This paper could not have been completed without the help, encoragement and support from a number of people who all deserve my sincerest gratitude and appreciation First of all, I would like to give my great gratitude to Dr Nguyen Dang Suu, my supervisor I am indebted to his inspiration, scholarly supervision and intellectual support throughout the course of writing this Master thesis Special words of thanks go to all my teachers at Faculty of Graduate Studies for their enthusiastic teaching during my two-year studying at Hanoi Open University My thanks also go to my friends and my colleagues for their encouragement, valuable documents and great helps Finally, my deepest appreciation and thanks go to my family, especially my daddy Their love and constant encouragement gave me a great deal of strength and determination that help me during the time of writing this paper Hanoi, 12/2013 iii TABLE OF CONTENTS Declaration i List of abbreviations ii Acknowledgements iii TABLE OF CONTENTS iv PART I: INTRODUCTION 1 Rationale of the study Aims of the study 3 Research questions 4 Scope of the study Methods of the study Design of the study PART II: DEVELOPMENT CHAPTER I: THEORETICAL BACKGROUND 1.1 An overview of conversation 1.1.1 What is conversation? 1.1.2 Functions of conversation 1.1.3 Theory of conversation 1.2 An overview of questions 12 1.2.1 Some characteristic features of questions in English 15 1.2.1.1 Structural features 15 1.2.1.2 Functional features 23 1.2.2 Some characteristic features of questions in Vietnamese 27 1.2.2.1 Structural features 28 1.2.2.2 Functional features 31 iv 1.2.3 Rhetorical questions in English 32 1.2.3.1 Structural features of rhetorical questions in English 33 1.2.3.2 Functional features of rhetorical question in English 34 1.2.4 Rhetorical questions in Vietnamese 37 1.3 Summary 38 CHAPTER 2: METHODOLOGY 39 2.1 Research questions 39 2.2 Research instruments 39 2.3 Research procedures 40 2.4 Summary 41 CHAPTER 3: FINDINGS AND DISCUSSIONS 42 3.1 The similarities between RQs with wh-element in English and those in Vietnamese 42 3.1.1 The similarities in structure 42 3.1.2 The similarities in function 48 3.2 The differences between RQs with wh-elements in English and those in Vietnamese 51 3.2.1 The differences in structure 51 3.2.2 The differences in function 53 3.3 Summary 55 PART III: CONCLUSION 57 Recapitulation 57 Limitations of the study 58 Suggestions for further study 59 REFERENCES 61 v PART I: INTRODUCTION Rationale of the study Nowadays, English is mostly used all over the world It is used in all fields of social activities In our country, it is the main foreign language taught in many schools and universities Many Vietnamese learners have been learning English with a view to communicating with foreigners, finding a good job, approaching advanced technology, etc Especially, in the context of Vietnam’s international integration, a good knowledge of English as well as a good skill of using the language is of great importance In communication, sentences are basic units to make up speech Sentences are of different kinds: declaratives or statements, interrogatives or questions, commands or requests and exclamations Each kind of sentence when used serves a specific purpose of communication For example, statements provide information; exclamations indicate the emotions or attitude of speakers It lies in the fact that questions often go with answers or/and responses, one of the familiar styles of communication which seems to achieve the highest frequency of use in the language of communication In oral communication, giving out questions and answers is a common language activity, usually accompanied by communicative actions As a regular component involved in the dialogue structure, the question is considered an inclusive category of the speaker’s purpose Questions have an important role in the activities which undergo practical and cognitive processes In English as well as in Vietnamese, in grammar books and in most real life, questions are used basically just to ask for information or to find the answer for what the speaker wants to know But in many circumstances, speakers not use questions for common purposes: to find the answers only; they can use questions for different purposes: to extend their greetings, make suggestions, express ironies, give advice, or avoid answering difficult questions in dilemma situations In such situations, questions are not questions anymore In other words, questions have something normal and at the same time something not normal This study is going to research if questions can perform other functions apart from asking for information-seeking purposes In this case, they are called rhetorical questions (RQs) There have been a number of studies done relating to RQs in the world Each one studied RQs in different aspects For example, Markus Egg (2007) carried out a study on Meaning and Use of RQs This study attributed the use of RQs as emphatic statements to their literal meaning as a question At the same year, I Caponigro and J Sprouse presented a study on RQs as questions in Proceedings of Sinn und Bedeutung 11, Barcelena, etc In a study on rehtorical wh-questions, John Sprouse (2007) of University of Maryland mentioned on RQs with wh-movement with multiple wh-words in Chinese, Hindu, Japanese, etc In Viet Nam, some studies have been done relating to this issue Ms Le Thi Phuong (2005), in her Graduation Paper, she took a study on Speech act in RQs in English and their Vietnamese equivalents Writer Le Thi Thu Hoai (2012) has some works on RQs such as the article: The ways of forming hidden clauses in RQs printed in Linguistic Journal No 11, page 49-58 and the university research study named RQs: the structure and the content,… Nguyen Thi Thin, Ph.D and Nguyen Dang Suu, Ph.D also presented some studies on this subject which are listed at the References of the thesis With a lot of studies on RQs which have been carried out in foreign languages and in Vietnamese as well, the author realised that there have not been many writers who ever studied on rhetorical wh-questions in English, especially in contrasting them with Vietnamese Therefore, from a critical perspective, the author chooses RQs, in general, and rhetorical wh-questions, in particular, to be the main subject of the thesis Aims of the study The author of the thesis aims at studying main characteristics of RQs which are sometimes called false questions in both English and Vietnamese in terms of structures and meanings It goes without saying that RQs cannot be handled appropriately without a firm basis of true-question analyses Whquestions are also mentioned then Further to rhetorical questions and rhetorical wh-question study, the thesis will go on to make comparisons between rhetorical wh-questions in English and those in Vietnamese to find out the similarities as well as the differences The author hopes that this study will make some significant contribution in learning and teaching English in general and in using questions in particular Having mastered the question usage, the learners are expected to improve their ability to communicate effectively in English Also, finding out the similarities and differences when using rhetorical wh-questions in English and Vietnamese will help learner translators avoid making mistakes in the translation process Therefore, this study has two main objectives: - To point out the semantic features of rhetorical questions with whwords in English - To compare rhetorical questions with wh-words in English with Vietnamese to find out their equivalents From those objectives, the main aim of the study is giving out the similarities as well as the differences between RQs with wh-elements in English and those in Vietnamese in both structure and function Research questions To achieve the aim of the study, the author plans to answer the two main questions: Q1: What are the main characteristics on structures and functions of questions? Q2: What are the similarities and differences between English rhetorical whquestions and Vietnamese equivalents? Scope of the study This study examines rhetorical wh-questions in English based on main structural and functional features of questions described in course books on language learning However, although rhetorical wh-questions are used mostly in communication purposes in everyday life, this study limits itself to those typical situations which were mentioned in some English literature works with their Vietnamese transcriptions English literature works are: Jane Eyre (Charlotte Bronte), The Godfather (Mario Puzo), Gone with the Wind (Margaret Mitchell), The Thorn Birds (Colleen Mc Cullough) and The Red and the Black (Stendhal) That means the study mainly focuses on communication transcripted in writing only Methods of the study To fulfill this thesis, the author will employ descriptive research methods: - Describing basic features of questions in English and Vietnamese together with explaining arguments and the support of academic quotations from reliable authorities (Descriptive methods) - Analyzing the data collected from all sources in order to synthesize main features of the questions (Analytical methods) - Comparing and contrasting rhetoric wh-questions in English with their equivalents in Vietnamese to find out the similarities and differences between the two languages (One-way comparative and contrastive methods) Design of the study The thesis is divided into main parts: Part I: Introduction Part II: Development Part III: Conclusion Part I covers sub-parts which are the Rationale of the study, Aims of the study, Research questions, Scope of the study, Methods of the study, and Design of the study Part II consists of chapters: - Chapter 1, Theoretical background, provides an overview of coversation as well as some basic knowledge of questions, their main structural and functional features in both English and Vietnamese [25] Will you hand Mr Rchester’s cup? Said Mrs Fairfax to me.(JF, 126) Bà Fairfax bảo tôi: “Cô đưa giúp cho ông Rchester chén trà chứ?” (JE, 238) She laughed and said: “Then you haven’t changed much”, she paused and then said, “Shall I fix up the other bedroom?” [26] Johny said: “Why can’t I sleep in your bedroom?” (GF, 166) Ginny bật cười “vẫn chứng tật ấy”, cô ngẫm nghĩ lát, “Vậy trải giường phòng trống cho anh nhé?” “Thế phịng khơng à? (BG-d, 257) - In English, when using question to ask for selection, they use “or” to list things while in Vietnamese “hoặc/hay/hay là” is used We cannot put out the conjunction “or” in English, but in Vietnamese people don’t use the conjunction anymore They use the comma between the listed things 3.2.2 The differences in function As mentioned above, although in English and in Vietnamese, RQs with wh-element have many similarities in the form and function they still have some differences They are different from each other in structure and function After researching some works of literature, the author realises that they have some main differences in function as follows: - When asking for things, English people use “what” to express their wonders while Vietnamese use “cái gì” In certain conversations, they have the same function when using wh-word asking for things However, “what” can be 53 used to ask for the reason when it is translated into Vietnamese At that time, it expresses the wonders with a little surprise of the speaker For example: [27] What made her say all those things, Michael, what makes her (GF, 438) believed that? Sao lại nói thế, Michael? Nó dựa vào đâu mà nói vậy? (GF-d, 220) Another thing should be paid attention to when translating this kind of question from English into Vietnamese is that “what” is not translated as “cái gì” as usually In some situations, “what” can be translated into Vietnamese as “thế nào” or “như nào”,… It has the same meaning as “how” at that time [28] What must you to avoid it? (JE, 33) Thế cô phải làm để tránh điều đó? (JE-d, 71') - When “When” or “At what time” (“Bao giờ, nào”” in Vietnamese) is used to ask for the time in both English and Vietnamese, it generally has the same form and meaning (mentioned above) It stands at the beginning of the question and asks for the time of the action However, in Vietnamese, “Bao giờ/ Khi nào” put at the beginning of the question expresses an action which is going to happen (future time) [29] When will you start? (GF, 404) Bao định bắt đầu? (GF-d, 612) When “Bao giờ/ Khi nào” is at the end of the question, the meaning is changed It asks for things that happened in the past 54 [30] When was the last time you got examined by a specialist? (GF, 317) Anh khám lần cuối nào? (GF-d, 485) - “How” is usually used to ask for the way of doing or the characteristic of things In some cases, when it is translated into Vietnamese, it shows the meaning of asking for the reason of an action or thing [31] He was shaken How could Virginia feel like that, how could she dislike him so much? (GF, 378) Người rung lên Sao Virginia lại thế, cô ta ghét đến thế? (GF-d, 566) - In certain situations, RQs with wh-word have the same form in structure in two languages but they perform different function In English, they are used for asking for blessing while in Vietnamese, they express denying [32] Even if he won the Award as best actor, what the hell could it mean at the most? Nothing if his voice didn’t come back (GF, 173) Dù có giải Oscar nữa, giọng cịn nước non gì? (GF-d, 270) 3.3 Summary This chapter presented some similarities as well as some differences in structure and function of English rhetorical wh-questions and their Vietnamese equivalents Sometimes English RQs with wh-element share 55 the same structure and function with their Vietnamese equivalents However, there are still some differences between them These differences may come from differences in the way of using language to make questions between two languages, English and Vietnamese From this study, readers should pay more attention when using this kind of question in their daily life, in their learning or translating process 56 PART III: CONCLUSION Recapitulation Questions play a very important role in our daily life People use questions to communicate with other people Questions are uttered wherever there ia a conversation Generally speaking, questions are used to ask for answers for things the speaker would like to know However, in fact, people use questions for many other purposes: to extend their greetings, make suggestions, express ironies, give advice, or avoid answering difficult questions in some situations In such cases, questions of that kind are called rhetorical questions There are two main types of rhetorical questions that RQs with Yes/ No form and RQs with wh-word In this study, the author only mentions RQs with wh-word used in some English literature works in terms of structure and functions with their equivalents in Vietnamese The contrast and comparison between rhetorical wh-questions in English and Vietnamese was carried out with the findings in Chapter of the study During the time carrying out this study, the author realised that in terms of structure, rhetorical questions are quite the same as real questions RQ is only different from real question when it is used in conversation RQs not require any information, knowledge or answer for what have been asked Most English RQs with wh-word have the same structure and function with their Vietnamese equivalents However, in some conversations, English rhetorical wh-questions have the same functions as their Vietnamese equivalents but their structures are different Otherwise, it happens sometimes that English and Vietnamese RQs share the same structures whereas their functions are different The main reason for that difference, in 57 the author’s opinion, is due to the habit of using language in communication As for the way of making questions, English people prefer using indirect questions to express their wonders Vietnamese people are different This difference in using RQs in English and Vietnamese may make language learners get confused in learning and translating RQs from English into Vietnamese and vice versa The study of rhetorical wh-questions in English and Vietnamese eqivalents is one of the suggestions for the language learners to perceive how colourful language is Besides that, this study can furnish learners with some basic knowledge of questions in both their forms and their meanings in order to help them in using questions to communicate in their daily life The author does hope that this study will be a useful material for English learners to avoid mistakes in using RQs in real life, in learning and in the translation process as they have so many functions as mentioned in the thesis Hard as the author tried to fullfill this study, this thesis is far from a perfect one The author would be grateful to receive comments and suggestions from all readers to make it better Limitations of the study − In this study, the author has tried to point out the similarities and differences not only between English and Vietnamese questions in general but also between English rhetorical wh-questions and their equivalents in Vietnamese in terms of structures and functions through some English related works However, for many reasons, it is certain that the study cannot avoid a number of limitations, some of which the author would like to mention as follows: 58 − In the literature review a certain number of RQs with Q-elements in English have been mentioned; however, the number of works that were cited cannot be said to be enough to give a full picture of the related topic − Functions of RQs with question words in English have been briefly described in this thesis In general, RQs perform almost the same functions as true or genuine questions in English However, it does not mean that all of the functions of English RQs have been investigated because situations of communication in life are varied and flexible As a result, one function of RQs which may work well in one situation may not work well in another, and kinds of their functions may overlap each other For example, the question “Why on earth should I lie?” can be understood as RQ indicating wonders when the speaker never believes in any reason why he or she has to tell a lie, or as an assertion when he or she means that he or she has no face to tell a lie in such a situation − In spite of the fact that RQs are usually used to express strong attitude of the speaker, mistakes Vietnamese learners of English RQs may make and reasons they make mistakes when they learn or translate English RQs have not been discussed thoroughly Vietnamese learners and translators of English RQs would use or translate them better if error analyses in this area were to be made Suggestions for further study Studying on RQs is very useful for those who are interested in learning English However, this can be a basic study of this issue There are still some aspects of RQs in general and rhetorical wh-questions in particular which 59 should be investigated more thoroughly Therefore, some suggestions for further study could be made to persue a number of purposes: − To determine as many functions as possible RQs can perform and to investigate in what situations of communication they are used − To study rhetorical wh-questions in real life conversations and how to avoid mistakes in using them as much as possible − To analyze errors in translation when rhetorical wh-questions are used in English with their Vietnamese equivalents, etc 60 REFERENCES In English a/ Books Abne, M Eisenberg & Ralp R Smith, JR (1970) Nonverbal communication The Bobbs- Merrill Company, Inc Indiana Alexander, L G (1972) Tell us a story Prentice Hall Press, New Jersey Alexander, L G (1988) Longman English Grammar United States of America, Longman Publishing, New York Berman, S (1994) On the semantics of WH-clause New Garland Publishing, Inc., New York & London C Cobuild (1990) English Grammar Harper Collins Crowther, Jonathan (editor) (1992) Oxford Advanced Learner’s Dictionary of Current English, Encyclopedia Edition, O.U.P G Leech and J Startvik (1975) A university grammar of English Longman Group, United Kingdom Ltd Greenbaum, Sydney (1996) The oxford English Grammar (new) O.U.P, New York John Eastwood (1994) Oxford guide to English grammar Oxford University Press, London 10 John Eastwood (2000).Oxford 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Trịnh Huy Ninh & Đoàn Tử Huyến (dịch) (1997) Bố già Nxb Văn học Hà Nội Stendhal (1830) The Red and the Black O.U.P (Tuấn Đơ dịch) Nxb Văn nghệ thành phố Hồ Chí Minh, 1999 Viola Huggins What to say Nxb Ngoại văn Hà Nội, 1989 Đức Tài (biên soạn) (1993) The world of English humour – Truyện cười song ngữ Anh Việt Nxb trẻ 10 Hữu Dự - Minh Thứ (2000) Giao tiếp tiếng Anh sinh hoạt hàng ngày Nxb Đồng Nai 10 Nam Cao (1941) Chí Phèo Nxb Giáo dục, Sách giáo khoa Ngữ văn lớp 11, Tập 11 Nguyễn Quốc Hùng (Dịch biên sọan) (1994) Nụ cười nước Anh Nxb Thanh niên, In lần thứ 66 12 Ninh Hùng (1999) 100 tình giao tiếp tiếng Anh đại Nxb Trẻ 13 Quỳnh Giao (2000) 28 tình giao tiếp nhà hàng khách sạn Nxb Đà Nẵng 14 Tơ Hồi (1955) Dế mèn phiêu lưu ký Nxb Giáo dục, Sách giáo khoa Ngữ văn lớp 6, Tập 15 Nam Cao (1941) Chí Phèo Nxb Giáo dục, Sách giáo khoa Ngữ văn lớp 11, Tập 67