Phân tích đối chiếu tình thái của can might, must, should và những chuyển dịch tương đương trong tiếng việt

DECLARATION I hereby declare that no part of the enclosed Master Thesis has been copied or reproduced by me from any other’s work without acknowledgement and that the thesis is originally written by me under strict guidance of my supervisor Hanoi, December30th 2013 Candidate Nguyen Van Tri i ACKNOWLEDGEMENTS I would like to take this opportunity to thank all the following people for their great supports during my two-year time for the MA course First and foremost, I would like to express my deepest gratitude to my supervisor, Dr Nguyen Thi Van Dong, for her encouragement and guidance throughout the research Without her well-designed plan and meticulous review of the drafts, this thesis would not have been completed I would like to give my sincere thanks to all the lectures at Hanoi Open University, for their knowledge, experience and enthusiasm in their lectures, from which I have acquired valuable knowledge and inspiration to fulfill this minor thesis I would like to acknowledge and express my appreciation to my colleagues at the office of Ngoc Lac education and training for their enthusiastic support and constructive suggestions in completing this research I wish to acknowledge the important contributions of both Vietnamese and American informants, whose names I cannot mention here for the completion of my study Last but not least, my gratitude is extended to my parents, my wife and my relatives for their endless love, constant support and encouragement Hanoi, November 30th 2013 Nguyen Van Tri ii TABLE OF CONTENTS DECLARATION .i ACKNOWLEDGEMENTS ii TABLE OF CONTENTS iii LIST OF TABLES vi LIST OF ABBREVIATIONS viii PART I INTRODUCTION 1 Rationale of the study Aims and objectives of the study 3 Research questions Scope of the study Methodology Design of the study PART II: DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND 1.1 Literature review 1.2 Theoretical background 1.2.1 Definition of modality 1.2.2 Types of modality 12 1.3 Modal verbs in English 17 1.3.1 Concept of modal verbs 17 1.3.2 Morphological and syntactic features of English modal verbs 18 1.3.3 Semantic features of English modal verbs 19 1.4 Modal verbs in Vietnamese 20 iii 1.4.1 Some features of the Vietnamese language 20 1.4.2 Different views on the modal verbs in Vietnamese 21 1.4.3 Words or phrases having modal meanings 23 CHAPTER 2: METHODOLOGY AND PROCEDURES 24 2.1 Methods of the Study 24 2.2 Data Collection and Analysis 25 2.1.1 Data Collection 25 2.1.2 Data Analysis 25 2.3 Research procedures 25 2.4 Validity and reliability 26 CHAPTER 3: FINDINGS AND DISCUSSIONS 28 3.1 Conventional meanings of English modals can, might, must, should 28 3.1.1 Conventional meanings of “Can” 28 3.1.2 Conventional meanings of “Must” 36 3.1.3 Conventional meanings of “Might” 38 3.1.4 Conventional meanings of “Should” 42 3.2 A Contrastive analysis of modality expressed via can, might, must, should and the equivalent expressions in Vietnamese 46 3.2.1 Can, might, must, should and their equivalents in Vietnamese 46 3.2.2 A contrastive analysis of modality expressed via can, might, must, should and the equivalent expressions in Vietnamese 55 3.3 Summary 57 CHAPTER 4: IMPLICATIONS 61 4.1 Challenges in teaching-learning English modals 61 4.2 Common errors and preliminary treatment 61 4.2.1 Error versus Mistake 62 iv 4.2.2 Predicted errors 63 4.3 Implications for teaching English modals can, might, must, should 64 4.4 Suggested analyses of modal verbs in translation 67 4.5 Summary 68 PART III: CONCLUSION 70 REFERENCES: 73 v LIST OF TABLES Table 1.1: Degree of modality expressions…………………………… …… …… 11 Table 1.2: Modality expressions…………………………………………… …… …12 Table 1.3: Morphological and syntactic features of English modal verbs ……… ….19 Table 3.1: Examples illustrating "Can" in the expression of ability……………… … 29 Table 3.2: Examples illustrating “Can" in the expression of general possibility….… 30 Table 3.3: Examples illustrating “Can" in the expression of logical possibility……….31 Table 3.4: Examples illustrating "Can" in the expression of permission………………32 Table 3.5: Examples illustrating “Can" in the expression of uncertainty………………33 Table 3.6: Examples illustrating "Can" denoting negation…………………… ….….34 Table 3.7: Summary of the conventional meanings of modal verb "Can"……… … 34 Table 3.8: Examples illustrating" Must" in the expression of obligation………… 35 Table 3.9: Examples illustrating "Must" in the expression of logical necessity… … 36 Table 3.10: Examples illustrating “Must" denoting negation……………………… 37 Table 3.11: Summary of the conventional meanings of “Must"…………………… …37 Table 3.12: Examples illustrating "Might" in the expression of possibility…….….… 39 Table 3.13: Examples about “Might" in the expression of suggestion………… 39 Table 3.14: Examples illustrating “Might" in the expression of regret………… 40 Table 3.15: “Might” and interrogation……………………………………………… 41 Table 3.16: Summary of the conventional meanings of modal verb "Might"……… 41 Table 3.17: Examples illustrating "Should" in the expression of suggestion……… 42 Table 3.18: Examples illustrating "Should" in the expression of expectation….…… 43 Table 3.19: Examples illustrating "Should" in the expression of necessity……… ….43 Table 3.20: Examples illustrating "Should" in the expression of regret…………… 44 Table 3.21: Summary of the conventional meanings of modal verb " should" 45 vi Table 3.22: VEE to the ability expressed by “Can” in Vietnamese………….…… ….45 Table 3.23: VEE to the possibility expressed by “Can” in Vietnamese.…….……… 46 Table 3.24: VEE to the permission expressed by “Can” in Vietnamese… ………… 47 Table 3.25: The equivalent expressions of “Can" in Vietnamese………………………47 Table 3.26: VEE to the meanings expressed by “might” in Vietnamese…………… 48 Table 3.27: The equivalent expressions of “might" in Vietnamese…………….…… 48 Table 3.28: VEE to the certainty expressed by “must” in Vietnamese………… 50 Table 3.29: VEE to the obligation expressed by “must” in Vietnamese…………… 51 Table 3.30: VEE denoting negation expressed by “must” in Vietnamese…… …… 52 Table 3.31: The equivalent expressions of “Must" in Vietnamese……………… … 52 Table 3.32: VEE to the suggestion expressed by “should” in Vietnamese….…………53 Table 3.33: The equivalent expressions of “should" in Vietnamese……… .… 53 Table 3.34: Examples illustrating the possibility expressed via “might” and “can…….54 Table 3.35: Examples illustrating the permission expressed via “can” and “might” 56 Table 3.36: Conventional meanings and VEE……………………………………… 58 Table 3.37: CA of modal verbs expressed via can, might, must, should and VEE… 58 vii LIST OF ABBREVIATIONS CA: Contrastive analysis Ex: Example L1: First language L2: Second language Rod: Ordinal P: page VEE: Vietnamese equivalent expressions viii PART I INTRODUCTION Rationale of the study “Language is the light of the mind”[62] Obviously, thanks to language, human beings are able to express their idea, their thoughts, to talk about things that happened, are happening and will or may happen beyond the here and now In daily communication, both the speaker and writer not simply describe events, processes or states of affairs By means of language, they also wish to express their emotions and attitudes; or to influence in some way the addressee’s beliefs, behaviors Usually, the speaker not only says something true, something that will definitely happen or happened, but also says something he/ she does not know for sure For example: (1) Mary is very sad (2) Mary looks sad (3) I think Mary is sad (4) Perhaps Mary is sad While the statement (1) expresses the speaker’s assertion of a fact, statements (2), (3) and (4) show his indefinite commitment to the proposition “Tom is sad” The area of semantics that concerns this expressive and social information of statements is modality In comparison with absolute commitments where the speaker definitely asserts, relative commitments play a very important role in communication In fact, using too many absolute commitments probably lessens communicative effects because the speaker will be seen as a rude or imposing person, disobeying politeness strategies That’s why the speakers often hedge, using modalized phrases such as I think (that), I suppose (that) or in my opinion first to express their subjective attitudes and second to show their politeness to listeners Hence, it becomes very interesting and essential to study modality in general and to investigate how much a speaker commits to what he says in particular Modality has gained much popularity among linguists The different ways in which different languages allow speakers to insert themselves into their discourse, expressing their desires, feelings or opinions have become a common subject of study From syntax to prosody, the study of modality has spawned innumerable academic papers, namely Bybee [2], Lyons [16] and others Vietnamese modal system has also been studied by Hoang Phe [26] and Do Huu Chau [54] Although many authors have been written about the English modal verb system in many books, it still remains a complicated and troublesome area of language for linguists and learners of English The problem can be traced to the polysemy or ambiguity of modal meanings Semantically, a modal can convey either deontic or epistemic modality In the socio-physical (deontic) world, the must in “Mary must go to all the department parties” is taken as indicating an obligation imposed upon the person realized by the subject of the sentence by the speaker (or by some other agents) In the epistemic world, the must in the same sentence could be read as a logical necessity according to the reasoning “I must conclude that it is Mary’s habit to go to all department parties (because I see his name on the sign-up sheet every time, and he’s always out on those nights)” In addition, there is considerable overlap between modals It is hard to discern any semantic difference among them since modals are almost substitutable in most contexts e.g can and might in “You can/ might leave” Pragmatically, we can talk about modal meanings in terms of such logical notions as “permission” and “necessity”, but this done; we still have to consider ways in which these notions become remolded by the psychological pressures of everyday communication between human beings: factors such as condescension, politeness, tact and irony The learning of meanings expressed by modals and how to use them correctly has not been, then, an easy task for learners of English Learners are often confused in choosing the appropriate modal to make them understood This problem is especially embarrassing when the students encounter different modals conveying similar meanings Also, they can produce grammatically correct utterances, but not understand properly the social and cultural information each modal meaning conveys problems that English learners face with modals are their meaning Generally, the students understand or produce a grammatical utterance but the meaning may be incorrect or misunderstood by the students Also, the negation of the modals can be complex for students Due to the shortage of the time and limited knowledge of the language, I would like to enumerate these types of errors that may be made by Vietnamese learners 4.2.1 Error versus Mistake Synonyms are two or more different words that bear the same or similar meaning However, there are appropriate ways to use the words, and this will often depend on the context ‘Error’ and ‘Mistake’ are two of these words Both of the words mean: “A wrong action attributable to bad judgment, or ignorance, or inattention” Many use these words interchangeably, which can be right for certain situations, but some would deem a particular word as more appropriate than the other As above analysis, the context will dictate the proper usage ‘Error’ and ‘mistake’ fall into the same category It is said that ‘error’ is more severe It is due to miscalculation and wrong judgment, that ‘mistake’, on the other hand, is less in gravity, as people normally make mistakes However, there are also many people who will argue with this dissection It is highly acceptable to use ‘error’ in formal or technical contexts In scientific or highly technical terms, the word ‘error’ is more suitable In the world of computing and programming, ‘error’ is the more fitting term to indicate a mistake, or fault, particularly in coding and processes ‘System Error’ sounds better than ‘System Mistake’, doesn’t it? ‘Mistake’, on the other hand, is used more in casual English conversation Though ‘error’ may still be used in exchange, it will often sound unnatural, or technicalese It would be awkward to say something like: “It was all an error I am sorry!”, to your girlfriend The more natural sounding statement would be: “It was all a 62 mistake I am sorry!” In terms of etymology, the words are more deeply differentiated The word ‘error’ came from the Latin word ‘errorem’ or ‘errare’, which means ‘to wander or stray’ The root of the word ‘mistake’, nails the meaning more correctly It is from the Old Norse word, ‘mistaka’, which means ‘mis’ (wrong) and ‘taka’ (take) As a whole, it means ‘wrongly taken’ 4.2.2 Predicted errors Error 1:[57] (a)Anh ta phải -> (b) He can must go now Two modality aspects expressed here with: (a) Explanation: can and must should be exclusively used (b) Suggested possible correction (right version) Perhaps he must go now (Subjective) Perhaps he will have to go now (Objective) Errors 2:[57] Nàng phải thực trách nhiệm công dân She will must achieve responsibilities of a citizen (a) Explanation: Will and Must – two modal verbs should not be used together because “will” is a modal auxiliary as “must” (b) Suggested possible correction (right version): She will have to achieve / realize responsibilities of a citizen Error 3:[57]Lẽ anh phải cẩn thận với bếp núc Perhaps you must be more cautious with cooking (a) Separation of two modal words (Modal adv + Modal auxiliary) (b) You should have been more cautious with cooking (Should – combination of lexicalization and grammaticalization (Modal auxiliary + Perfect tense) Error 4:[57] In case of complex sentences - > Deonticity If I had been in your shoes, Ishould have helped her Past perfect Modal auxiliary + Perfect tense Explanation: Influenced by the formula of common usage 63 If I were you/ in your shoes, I should have helped her Rectification: Choice of past subjunctive is more popular than past perfect subjunctive 4.3 Implications for teaching English modals can, might, must, should Modal verbs can, might, must, should have a high frequency of occurrence and they are used in a wide range of meanings They generally express concepts or attitudes relating to obligation, necessity, permission, possibility, ability and so on For example, they can convey the idea that a speaker feels something is necessary, advisable, permissible, and possible; and in addition, they can also convey the strength of these attitudes One of the important features which cause difficulty in the study of modality is that these modal verbs have more than one meaning or use In some cases, two different modal verbs have some meanings or uses in common, but are not completely interchangeable Based on the awareness of the problem, the writer attempts to put forth some suggestions for the teaching of English modal verbs Suggested techniques for teaching modal verbs There is no single technique to teach modal auxiliary verbs Therefore, teachers should base themselves on the content of the lesson, the students’ level, the grammatical items they want to teach to find a suitable method by which they can achieve the best results In our particular case of Vietnamese learning English, learners’ attentions should be drawn to the following systematic ways of comprehending these: Grammatically, they should learn, initially, how to realize the distinction of the use of English modal auxiliaries in different verbal categories Lexically, they should study and understand the specific cases of modal auxiliaries (i.e their different meanings) In order to grasp firmly modality, learners are suggested to: Learn modal verbs in context It is useless to memorize lists of modal verbs and their definitions out of context – It is easy for you to be confused Notice how they are being used When you read, or watch movies or TV in English, pay attention to the language and notice how certain modal verbs are being used Test out the modal words yourself 64 Use them when talking to your teacher and ask your teacher if you've used them correctly Suggested techniques for presentation • Presenting the modal auxiliary structures through contextualization By means of contextualization in the teaching of modal auxiliary verbs, teachers should use either real or simulated situations to make learning activity more effective and to make the students more motivated Teachers should make full use of real situations in the classroom and combine them with the appropriate facial expression and actions to make the lesson more interesting and the meaning of the items clearer • Presenting the modal auxiliary structures through dialogues Students often enjoy reading and doing role plays in dialogues so this technique often achieves good results Presenting modal auxiliary verbs and their equivalent structures through dialogues, teachers not have to waste time creating situations because dialogues themselves are very clear in the situations When learning dialogues, students may meet some new structures which should be introduced and clearly presented • Presenting the modal auxiliary verbs and their equivalent structures through visual aids According to Adrian Doff, the simplest way and clearest way to present a structure is often to show it directly, using things the students can see: objects, the classroom, teachers, the students themselves and pictures In the class, visual aids can be used at any stage of the lesson because good visual aids are not just used once but again and again • Presenting the modal auxiliary verbs and their equivalent structures through examples Examples can be very effective in presenting modal auxiliary verbs and their equivalent structures The teacher can use either inductive method or deductive method It means that the teacher could give a series of examples of the structures and 65 then students must draw out the rules for themselves The other way is that the teacher explains the rules with examples and students study and finally make up sentences with the help of the teacher In either way, students will have chances to use the language Suggested techniques employable at practice stage While the purpose of the stage of presentation is to show the meaning and the use of modal auxiliary verbs to students, the practice stage is aimed at developing students’ ability to use modal auxiliary verbs through different language practice activities which are controlled practice, guided practice and free pratice For each type of practice activities, teachers can design appropriate exercises with specific aims • Completion In this kind of exercise, students are given some part of a sentence or a paragraph They are asked to complete the sentence or the paragraph • Situation practice One of the important things in teaching modal verbs is that students must know how to use the structures in the right situations Therefore, situation practice is necessary The situations the teacher uses for practice must be from easy to difficult and must be closed to real life situations • Free practice For this kind of practice, students have the chance to use the modal verbs and their equivalent structures to give their own ideas or to talk about their own experience One common activity that can be used to practice the use of modal verb canis “Find someonewho can…” With a pen and a piece of paper, students are asked to move round the classroom to ask their friends and note down the information After adequate time for practice, students are asked to report back to the whole class on the information they have However, there is no single method or technique used to teach a particular language point because the background of learners, situations, teaching and learning conditions are different That is why teachers have to take those points into 66 consideration so that they can choose appropriate method, techniques and exercises in order to help students learn better 4.4 Suggested analyses of modal verbs in translation During the study of the modal meanings of modal verbs can, must, should and might in English and their equivalent in Vietnamese , we suggest some alternative approaches to the translations of the modal verbs in some textbooks: * Conversation [38] A: It’s been a lovely party Thank you very much B: But you can’t go yet! The party’s just beginning A: I’m sorry, but I must This conversation is translated into Vietnamese: A: Thật buổi tiệc vui vẻ Cám ơn anh nhiều B: Nhưng cô chưa thể được! Buổi tiệc bắt đầu mà A: Tôi xin lỗi, phải Let’s consider the modal verbs “can’t”, “must” in the sentences “but you can’t go yet!”, “… but I must”, we found that both speaker A and speaker B are using deontic modality When speaker B uses modal verb can’t , he / she means that he / she doesn’t want to give the speaker A any permissions to leave And when speaker A said that, “…, but I must”, he / she means that it’s her obligation to leave * Conversation 2:[39] A: Can you lend me pounds? B: Sorry, I can’t …I haven’t been to the bank today This conversation is translated into Vietnamese: A: Bạn cho mượn bảng chứ? B: Rất tiếc, khơng thể…hơm tơi chưa đến nhà băng Let’s consider can, can’t used in the sentences: “Can you lend me pounds?” (Nhưng anh chưa thể được!) , “Sorry, I can’t …” When speaker A uses modal verb can, he / she want to make a casual request for B to lend him money This relates to 67 deontic modality.And when speaker B said that, “Sorry, I can’t …”, he / she is using epistemic modality to express his / her unability to A’s request * Conversation 3.[39] Assistant: Can I help you? Student: Yes, well I bought this tie last week for my boyfriend’s birthday and um well, he doesn’t like it Could I change it for something else? Assistant: Certainly, madam This conversation is translated into Vietnamese: Người bán hàng: Tơi giúp cho cô? Sinh viên: Ồ, Tuần trước mua cà vạt dịp sinh nhật bạn trai à, anh khơng thích Tơi đổi lấy thứ khác không? Người bán hàng: Được thôi, thưa cô As we know, “can” (có thể) , “could” (có thể) are modal verbs Firsly, let’s consider can, couldn’t in term of lexicalization used in the sentences: “Can I help you?” , “Could I change it for something else?” When the assistance uses modal verb can, he / she want to give an offer for help to the student This relates to deontic modality.And when the student said that, “Could I change it for something else?”, he / she is using epistemic modality to ask the assistance a permission Secondly, let’s consider “can” and “could” in term of grammaticalization In the sentences of both the assistance and the student, they grammaticlize modality by using interrogative moods through the markers: “can” and “could” However, “can” in the assistance’s sentence expresses his / her willingness and “could” in the student’s sentence expresses permissibility 4.5 Summary Actually, teaching and translating English modals does meet with a lot of challenges, the biggest of which is their meanings Modals are polysemantic and each 68 meaning is an element of an inter related system expressing either epistemic or deontic modality Thus, understanding and using them correctly requires knowledge of not only their semantic but also syntactic features Taking into account the challenges of teaching and translating English modals in general and can, might, must, should in particular, some techniques to help teach these modals are presented for reference In my study, two groups of techniques are introduced: techniques for presentation of the modals and techniques for practice Since the purpose of the presentation stage is to show the meaning and the use of modal verbs to students, teachers can present the modals through appropriate situations, through dialogues, visual aids or through specific examples Moreover, the practice stage is aimed at developing students’ ability to use modal verbs through different language practice activities Thus, teachers can apply such activites as completion, situation practice and free practice At this stage, the role of the teacher becomes less dominant The teachers not spend time explaining things, they should give students more chance to try out the language by themselves 69 PART III: CONCLUSION As far as the theoretical background is concerned, the study has briefly presented concepts of modality, modal verbs in English and in Vietnamese as well as morphological, syntactic and semantic features of modal verbs in English This theory has been a solid framework for the contrastive analysis of the meanings expressed via the modal verbs can, might, must, should and the equivalent expressions in Vietnamese Semantically, the English modals can, might, must, should express the notion of ability, possibility, permission and obligation Can and might refer to different types of possibility: can shows theoretical possibility whereas might talks about factual possibility Each modal conveys itself the modal meaning that the speaker implies Must is used when it involves the speaker-imposed compulsion It brings the subjective obligation It is discovered that these modals not simply convey only one meaning, but there exists a wide range of meanings The specific modal in a certain situation makes clear which meaning is intended An effort has also been made to have a contrastive analysis of the meanings expressed via the modal verbs can, might, must, sholud and the equivalent expressions in Vietnamese The analysis has shown that there occurs a few modal verb forms in expressing possibility and in expressing obligation This is seen as a difference between English modal verbs and Vietnamese ones Importantly, in clarifying and judging the linguistic features of Vietnamese modal verbs phải and có thể, the study has revealed the differences in the type of possibility Có thể does not make clear whether it is theoretical possibility or factual possibility The study, to some extent, displays the ambiguous features in meaning of Vietnamese modal verbs which consequently result in the confusion and difficulty encountered by learners in mastering English modal verbs The thesis has gained the aims set forth with the remarks listed belows: 70 • Can, might, must, should not express only a certain meaning but they usually convey a wide range of meanings To have a correct interpretation of a modal, it is suggested to accord a central place to the role of both speaker and hearer in the construction of meaning and take account of both social and psychological factors • Compared with English modal verbs can, might, must, should Vietnamese modal verbs are quite ambiguous in nature Có thể does not tell whether it is theoretical or factual possibility whereas can and might tell us quite well certain type of possibility • The above findings are the basis for the implication of teaching English modal verbs to Vietnamese learners of English Can, might, must are of various meanings Sometimes can and might or must and have to have the same meanings in expressing possibility, permission and obligation but they cannot be used interchangeably One of the suggestions is about ways which help learners to realize the meaning of each modal in certain setting by regarding to the context of the utterance That is the reason why teaching English modal verbs faces with great challenges Some techniques presented above can be used in teaching modal verbs However, there is no single technique used to teach a particular language point because the background of learners and teaching conditions are different All things considered, teachers should choose appropriate techniques and activities in order to help students fully master the modals Due to the lack of time and broad scope of the study, it is impossible for us to provide more sufficient and more intensive focus on the subject of the research It has been limited mostly to nine central modal verbs while almost no attempt has been made to clarify other modal 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