i CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled “A study on adverbs translation from English into Vietnamese as manifested in the Viet[.]
CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled “A study on adverbs translation from English into Vietnamese as manifested in the Vietnamese version of the novel “The thorn bird” by Colleen McCullough” submitted in partial fulfillment of the requirements for the degree of Master in English Language Except for the indicated reference, no other person’s work has been used without due acknowledgement in the text of the thesis Hanoi, 2021 Dinh Thi Thai Ha Approved by SUPERVISOR Luong Ba Phuong Ph.D Date: 15/05/2021 i ACKNOWLEGDEMENT It is a great pleasure for me to thank all who in one way or another contributed in the completion of this thesis I am so grateful to thank to lecturers, who help me in two years studying in Hanoi University of Business and Technology First and foremost, I would like to express my endless thanks and gratefulness to my supervisor, Dr Lương Bá Phương, for giving me the wonderful opportunity to complete my thesis under his supervision His valuable knowledge, advice, ideas, moral support and patience in guiding me through this thesis have inspire my passion of research Secondly, it is a pleasure to express my thanks to my colleagues, my friends as well as my students for sparing their time to help me collect some document for this study I deeply appreciate their helpfulness and willingness in providing the useful information for this thesis Lastly, I wish to express my sincere gratitude to my family for their encouragement and moral support ii TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY .i ACKNOWLEGDEMENT ii LIST OF ABBREVIATION vi LIST OF TABLES vii ABSTRACT viii Chapter 1: INTRODUCTION 1.1 Rationale for the study 1.2 Aims and objectives of the study 1.3 Research questions 1.4 Scope of the study 1.5 Significance of the study 1.6 Design of the study Chapter 2: LITERATURE VIEW Theoretical preliminaries 2.1 Adverb .3 2.1.1 Definition of adverb 2.1.2 Characteristics of adverb .3 2.1.3 Adverb is a part of speech .4 2.1.4 The adverb is invariable in form 2.1.5 Adverb as modifier 2.1.6 Position of adverbs 2.1.7 Adverb position .5 2.1.8 The consensus of the adverb properties 2.1.9 The universality of adverb .5 2.2 Syntactic features 2.2.1 Types of Adverbs 2.2.2 Composition of adverb 2.2.2.1 Simple adverb 2.2.2.2 Repetitive adverbs 2.2.2.3 Compound adverbs 2.2.2.4 Adverbs formed by adding suffixes (-ly) 2.2.2.5 Adverbs are formed by adding a prefix 13 iii 2.2.2.6 The fixed phrase has the function as adverb 13 2.3 Function of adverb 13 2.3.1 Adverb as adverbial 13 2.4 Adverbial location 14 2.4.1 The location of adverb 14 2.4.2 The position of adverb modifiers for adjectives and other adverbs 15 2.4.3 The position of adverb that modifiers verb 16 2.4.4 Order of adverb in adverbial phrase 18 2.4.5 Position of the adverb according to the linguistic perspective 18 2.5 Adverbials in Vietnamese .19 2.5.1 Morphology 19 2.5.2 Syntactic 20 2.5.3 Location .20 2.6 The similarities and differences between adverb in English and Vietnamese 22 2.6.1 Morphology 22 2.6.2 Syntactic 22 2.6.3 Function .22 2.6.4 Location .22 2.7 Translation overview 23 2.7.1 Translation definition 23 2.7.2 Translation equivalence .25 2.7.2.1 Translation equivalent in meaning 27 2.7.2.2 Translation equivalent in terms of format 27 2.7.2.3 Translation equivalent in style 27 2.7.2.4 Translation equivalent of literary style 27 2.7.2.5 Idiom equivalent when translating from source language to target language 28 Chapter 3: METHOD OF STUDY 29 3.1 Survey method 29 3.2 Statistical results and statistical data in English and in Vietnamese 29 3.2.1 Statistical results and statistical data in English source: ‘The Thorn Birds” 29 3.2.2 Statistical results and statistical data in Vietnamese version 31 CHAPTER 4: FINDINGS AND DISCUSSIONS .34 iv 4.1 Results 34 4.2 The changing of the parts of speech in translation 34 4.3 Discussions .36 4.4 Implication: Application the research results into teaching 38 4.4.1 Errors and errors analysis 38 4.4.2 - Recognition of Errors: .38 4.4.3 Description of Errors: 39 4.4.4 Explanation of Errors 39 4.5 Causes of errors 39 4.5.1 Interference errors 40 4.5.2 Intralingual errors 41 4.5.3 Developmental errors 41 4.6 Some suggestions on teaching English adverbs .42 4.6.1 Distinguish adverbs and adjectives .42 Chapter 5: CONCLUSION 46 5.1 Summary of the thesis 46 5.2 Suggestions for further study 47 REFERENCES 48 APPENDICES .51 v LIST OF ABBREVIATION Adv Adjective No Number S Subject V Verb O Objective Adj Adjective Ss Students Eg For example A Adverbs of complement B Adverbs of frequency D Adverbs of preposition E Adverbs of manner F Adverbs of location G Adverbs of time Aux Auxiliary verb vi LIST OF TABLES Table 1: Part of speeches in English Table 2: General types of Adverb Table 3: The table of how to set up adverb 11 Table 4: Adverb in the sentence 14 Table 15 Table 15 Table 7: adverb location in adjective phrase: 16 Table 8: adverb location in adverb phrase 16 Table 16 Table 10: Adverb position in English clause 17 Table 11: To emphasize the action, the order of adverbs is as following .17 Table 12: Order of adverb in adverbial phrase 18 Table 13: Comparison of English and Vietnamese adverbs 23 Table 14: Table of using adverb in the novel” The Thorn Birds 29 Table 15: Statistical results and statistical data in English source: The Thorn Birds” 30 Table 16: summarizing chart of the occurrence of the English adverb in 30 Table 17: The distribution of Adv in The sentence in English in the novel: The Thorn Bird 31 Table 18: chart of occurrence of Vietnamese adverbs at each position in the sentence .32 Table 19: Statistical results and statistical data In Vietnamese source: “Tiếng chim hót bụi mận gai” 32 Table 20: Survey results 39 Table 21: Different psycholinguistic sources of errors 40 vii ABSTRACT Our research is “A study on adverbs translation from English into Vietnamese as manifested in the Vietnamese version of the novel “The thorn bird” by Colleen McCullough” and its Vietnamese translated version” The study is answering the questions “ What are the linguistic features of adverbs in English as compare to Vietnamese equivalents? What are possible peculiar ways or cues for translating different types off adverbs from English into Vietnamese and vice-versa? And What are the possible implications that can be drawn from this thesis for teaching and learning adverbs in English and Vietnamese? The aim of the study is to focus on the kinds of adverbs in English in order to find out the similarities and differences in using adverbs in English and Vietnamese and their equivalent realizations through the novel “The thorn bird” written by Colleen McCullough” In the thesis, two major approaches statistical and contrastive approaches were used Besides, data collection technique and data analysis technique are also used for the study The study shows similarities and differences in the structures and usages of adverbs in English and Vietnamese Furthermore, the similarities and differences in characteristics when translating adverbs from English to Vietnamese were also indicated in the study The results show that it is necessary to have a flexible and appropriate ways in using the speech when the adverbs are translated from English into Vietnamese to suit the literary style and culture of both languages The study is a good material to strengthen and enhance the knowledge of contrastive of expressions in English with reference in Vietnamese for the learners Moreover, the study is material to helping students to acquaint with and upgrade their English as well as Vietnamese in term of implication in expressions viii Chapter 1: INTRODUCTION 1.1 Rationale for the study English is an international language, a subject which is emphasized at all levels of the Vietnamese education system and it is one of the three compulsory subjects that students taking GCSE must be completed By far the greater part of usage raises no controversies and poses no problems for native speakers of English, just because it is their native language However, there are certain problems for learners of English as a foreign language, especially English constructions Many of them often fail to translate adverb when they their tasks and the problems become serious when they are taking their paper tests Adverbs play important roles in English grammar but they are not easy to learn, they usually cause difficulties for learners English adverb has been dealt with by numerous grammarians In recent years, there have few research works on adverb between English and Vietnamese and from which they give the ways to help learners overcome the confusions 1.2 Aims and objectives of the study Aims of the study The work done for the purpose of contrastive study of adverb translation from English into Vietnamese, helping to support and provide knowledge, these translation methods are available for teachers, learners and translators Teachers and learners can memorize and use this translation to improve their listening, speaking, writing, reading abilities and apply knowledge of part of speech this in job and study And for translators, with knowledge about the translation of adverbs from English into Vietnamese will have high quality and correct translations Objectives of the study The main objectives of this study are adverbs in English and their equivalents in Vietnamese, How they are translated into Vietnamese 1.3 Research questions (1) What are the linguistic features of adverbs in English as compare to Vietnamese equivalents? (2) What are possible peculiar ways or cues for translating different types off adverbs from English into Vietnamese and vice-versa? (3) What are the possible implications that can be drawn from this thesis for teaching and learning adverbs in English and Vietnamese? 1.4 Scope of the study In this thesis, we not cover all aspects of adverbs in both language, we just focus on how adverbs in English are translated into Vietnamese manifested in the novel “The Thorn Birds” by Colleen McCullough The paper also focuses on kinds of adverbs in English and their Vietnamese equivalents and indicates some common mistakes made by Vietnamese learners and how to overcome 1.5 Significance of the study Problems associated with grammar in general and adverbs in particular often exist during the study of English language Therefore, mistakes are not easily excluded This research has been conducted with a view to providing readers with an insight into English adverb Furthermore, a contrastive analysis between English adverb and Vietnamese equivalents is also used in translation Expectantly, this study could help Vietnamese learners of English to avoid their mistakes when using adverb in specific cases and provide the English language teachers and English language learners reference ways to identify and use adverb more smoothly and accurately in writing or doing exercises For students, when taking the tests, avoid confusions between adverbs so that they can have good completions 1.6 Design of the study Apart from abstract, table of contents, acknowledgements, list of tables and list of abbreviations, references and appendices the study consists of five main chapters as below: Chapter 1: Introduction Chapter 2: Literature view Chapter 3: Methods of study Chapter 4: Findings and discussions Chapter 5: Conclusion REFERENCES APPENDICES mistakes themselves So what the teacher needs to identify is a knowledge error These are bugs that need to be discovered and jellyfish for learners 4.4.3 Description of Errors: The sentences with errors will be described, find the difference with equivalent correct sentences in English to find the original source of the error Errors that need to be described are errors that repeat many times from which the rules of the learner's error will be seen Once the error has been identified, the exact error can be explained 4.4.4 Explanation of Errors Identify the cause of the student's errors From there, we find the way to correct them The research object in this case is students in classes with 75 students: 11a6 (36 students) and 11D (39 students) in Luong Son high school with word form exercises, translation into English and MQs tasks Survey results are listed in the following table for all 75 students in classes: 11a6, 11D in Luong Son High school did for of four types of exercises as follow: Table 20: Survey results Errors Word form 25 of % No Ss made errors 33,3 Rewrite sentences 27 % 36,0 Translation 34 % 45,3 MQs % 11 14,6 4.5 Causes of errors Errors made by learners may be the result of different causes They may be psycholinguistic, sociolinguistic, epistemic or may reside in the discourse structure However, in the SLA (Second Language Acquisition) research, only the first one, i.e psycholinguistic sources have been taken into account Different psycholinguistic sources of errors are shown in the figure below: 39 Table 21: Different psycholinguistic sources of errors ERRORS Competence Transfer Intralingual Performance Unique (overgeneralization, processing communication problems strategies transitional competence) 4.5.1 Interference errors These errors can also be called inter-lingual errors They make up a big number of errors made by learners These errors occur because learners tend to transfer one item or structure of their native language into the second language whereas the two languages are different in nature in many aspects The most different feature is that the same meaning is realized by two different devices employed in the two languages Beside the differences in nature between the two languages, there are four other factors that lead to interference errors The first factor is the pressure put on the learners to produce the second language while their linguistic competence is limited Normally, this factor occurs at an early stage of learning when the second language is very new to them and they are forced to perform in it Therefore, the safest way for them is to base on the most familiar items available in their first language The second factor is the learners’ inadequate exposure to second language environment They hardly ever have chances to communicate with native speakers In the environment of a language class, the learners only contacts with non-native teachers and their classmates Another factor is the types of tasks that the learners is required to fulfill such as: writing an essay, translating a sentence, etc which have mother tongue influence rooted in them The last one is the monitor use Dulay et al (1982) sees it as “an important factor associated with first language use in second language acquisition” The learners have a habit of thinking in their first language and then change their idea into the 40 second language Therefore, what they produce is badly influenced by their first language 4.5.2 Intra-lingual errors These errors reflect the general characteristics of rule learning such as faulty generalization, incomplete application of rules and failure to learn conditions under which rules apply Overgeneralization: These errors occur when the learner creates a deviant structure on the basis of his experience of other structures in the target language This kind of error is often the result of learner’s creation of one deviant structure basing on two other formal structures he has learnt According to Richards (1971), overgeneralization often involves two of learner’s learning strategies The first one is that the learner often creates a deviant structure in place of two regular structures This happens because the learner tries to simplify the language he is using The second thing that overgeneralization involves is redundancy reduction The learner tends to omit some item in a sentence when it seems to carry no meaning for him The meaning of the sentence can be understood on the basis of another item Ignorance of rule restrictions: Another cause of intra-lingual errors is that the learner ignores the restrictions of existing rules He does ignore the application of rules to contexts where they not apply Incompletion application of rules: The learner sometimes applies rules incompletely There are two factors leading to this kind of errors The first factor is that the learner is more motivated by achieving communication than by producing grammatically correct sentences The second one is classroom use of questions as elicitation techniques The use of questions may be unrelated to the skills it is meant to establish 4.5.3 Developmental errors According to Richards (1971), developmental errors are made when the learner tries to build up hypotheses about the English language from his limited experience of it in the classroom or textbook Derived from faulty comprehension of distinctions in 41 the target language, false concepts are hypothesized These errors are sometimes due to poor gradation of teaching items 4.6 Some suggestions on teaching English adverbs When teaching English adverbs, it is necessary to give learners a clear understanding of the functions, positions and requirements of the adverb and also help learners distinguish the adverb and words that are easily confused with it such as adjectives As the teacher teaching at school, they will help learners better understand the adverbs as well as minimize mistakes during learning process To this, I would like to give a few suggestions as follows: 4.6.1 Distinguish adverbs and adjectives There are no adverbs in Vietnamese as a part of speech, so English adverb is new for Vietnamese when learning English So that teacher should help learners understand adverbs in the aspects of structure, position, function, forms and structures To help learners understand English adverbs, when teaching them, the teacher needs to give learners knowledge about adverbs such as what adverbs are, what adverbs are modifying or what position the adverbs are identify how, its usual position is where During the learning process, learners often mistake English adverbs and adjective Therefore, teachers need to distinguish these two parts of speech for learners 4.6.1.1 Differences between adverb and adjective Adjectives modifies nouns, adverbs are the modifiers for verbs, adjectives and other adverbs Many adverbs are formed by adding the suffix “– ly” to the adjective and adverbs not modify Nouns Eg: (1) John is a beautiful dancer (2) John dances beautifully (3) Today is extremely hot (4) Pete is eating regularly again after his illness Adjectives always follow the verb to be when they indicate the noun that comes Eg: (1) Susan was happy (2) They are lazy Adjectives are always follow verbs of sense 42 Eg: (1) This burger tastes strange (2) This food smells good 4.6.1.2 The pairs of adverbs and adjectives are often used in confusion In English some pairs of adverb and adjective make confusion for learners because in Vietnamese there is only one word for both usages “Good” and “well”/ “bad” and “badly” Good/bad are adjectives that modify nouns, well/ badly are adverbs that modify verbs But follow verbs of sense and to be, there are adjectives Eg: (1)This tastes good (2)He smelled bad In the situation of mentioning to health, well is used as adjective Eg: (1) My mother is well, now (2) He did his tasks badly last week “Near" and “nearly" Nearly is an adverb Near could be an adjective, an adverb, a verb or a preposition Eg: (1)The girls were nearly finished with their homework as midnight approached (nearly is an adv) (2) The shadows drew near (near is an adv) (3) They wondered what the near future held for them (near is an adj) (4) The girls ran for their lives, and escaped through a door near the back of the old house (near is a preposition in the example) “Real" and “really" Real is an adjective but in speaking, it is used as an adverb Eg: (1) He writes real well (2) He writes really well Distinguish adjectives with "-ly" ending from equivalent forms of adverbs 43 Here are some of the suffixed “-ly” adjectives that many people are often misunderstanding as adverbs: brotherly, sisterly, cowardly, elderly, friendly, unfriendly, heavenly, likely, unlikely, lively, lovely manly, womanly, motherly, fatherly, sickly, silly, ugly We often use most of these adjectives to describe human qualities, but they cannot be used as adverbs So when these words are in the adverb position one must put them in phrases with "way", "manner", or "fashion" Eg: (1) Susan is a friendly girl (2) She always greets me in a friendly way Distinguish adjectives and adverbs of the same form and meaning Some adverbs are used as adjectives or modal adverbs without adding the "-ly" extension: fast, hard, Eg: (1) A fast (adj) train is one that goes fast (adv) (2) He is a hard ( adj) student so he studies very hard ( adv) Distinguish adverbs of two forms: adjective form and adverb form Adverbs have two common forms in the following cases: the adverbs are synonymous with the corresponding adjectives and their forms are “-ly” and “non-ly” There are cases where these two adverbs are synonyms, but there are times when these two adverbs have different meanings In this case, both adverb and adjective are synonym: cheap and cheaply Eg: I bought this car cheap / cheaply Some adverbs and adjectives are the same written form but other meanings Eg: He is a hard worker He works hard When hard adds “-ly” the meaning and the usage is not the same as root word Eg: (1) I work hard and play hard (hard is an adverb) (2) I did hardly any work today (hardly is the same meaning as rarely) 44 There are nouns with “-ly: ending such as: ally, bully, Italy melancholy, daily and there are verbs with “-ly” ending, such as: apply, rely, supply, apply, reply Many adverbs that cannot be identified with the suffix "-ly" These include: Adverbs of manner that have the same form as the adverb, for example: fast, late, hard; Adverbs of place, for example: there, here; Adverbs of time, for example: then; Adverb of frequency, for example: often; View point adverbs, for example: perhaps; and connective, example: “however” For the teaching, it is necessary to make the learners understand the function, position, structure of the adverb and also help the learners to distinguish the adverb from the noun and it is mistaken for an adjective Through explanations and exercises will help learners better understand the adverb as well as limit mistakes about it When teaching English, you must explain to learners about functions, positions, structures and types of adverbs, and how to use adverbs in a sentence If learners not understand adverbs, they will "be afraid" and "afraid" of using English adverbs Thus, when teaching exams, it is necessary to explain the kind words, give examples, and use situations that use adverbs for learners to get acquainted, understand and use It is necessary to distinguish the adverbial type from the other part of speeches, in particular, the adverbial kinds To distinguish these two words, it is necessary to explain the form, structure, function and usage carefully, clearly and give specific examples for comparison and there are exercises related to discrimination for learners to get acquainted and understand them 45 Chapter – CONCLUSION 5.1 Summary of the thesis In the paper, we find that there are many differences between adverb in English and in Vietnamese in translation In English, adverb is a part of speech while in Vietnamese it is only part of the sentence and the order of adverbs in English and Vietnamese is also different Therefore, when translating adverbs from English into Vietnamese, it causes difficulties for translators For students, when learning adverbs, they are easily confused in positions, structures, language functions and forms so this will lead to confusion in usage In order to avoid the problems, the explanations and practical exercises through the lessons will help learners better understand adverbs as well as minimize mistakes when using adverbs To this, you can follow these steps: For translating adverb With regard for translation work, to master the adverb translation methods in general and how to translate adverbs in particular will help to make it easier for the translators in their job In this study we have also illustrated several ways to translate adverbs However, besides translating the internal elements of the adverb, the translator should consider the imprisonment in proportion to the components of the sentences, for the purpose of the users of the adverb (such as what to emphasize, how the attitude is) to have a suitable translation For teaching adverb For the reasons and purposes previously stated, research has been carried out to conduct the Survey of translating adverbs from English into Vietnamese in the novel "The Thorns" - by Colleen McCullough The final results include Statistical results and statistical data in English and Vietnamese, comparing, contrasting and analyzing data on that basis considering the theoretical basis of structure, location and usage of English adverbs The study also carefully examines the theory of error analysis that students often encounter when using adverbs in English, thereby giving the concepts of error and error analysis Through that, find out the cause and give some solutions for teachers to help learners use adverbs more accurately and easily The study was conducted with eight two students in grades 11a6 and 11D at Luong Son High School with four types of exercises: translation, word forms, rewrite sentences and multiple choice questions Data is collected and analyzed to find typical errors and their causes 46 The results of the study show that most of the errors are made in forming adverbs indicating the manner and distinguishing between adverbs and adjectives The use of adverbs without “-ly” seems quite difficult for students The analysis reveals that there are three types of causes leading to these errors: interference form the mother tongue, intra-lingual causes and developmental causes Of these three types, intra-lingual causes account for the biggest number, about half of the errors committed In terms of intra-lingual errors, overgeneralization is the most common source and ignorance of rule restriction takes the second place Unlike intralingual sources, interference from the mother-tongue does not have much influence on using adverbs of manner Therefore, not many errors were committed due to these causes.Therefore, many errors have been committed due to these reasons In order to make teaching and building modal adverbs more effective in English, a number of suggestions for teachers have been made based on the findings and experiences of the author Suggestions focus on presentation and practice 5.2 Suggestions for further study In the framework of a thesis we cannot cover all issues related to adverbs The thesis still has issues that need further study on the translation of adverbs from English to Vietnamese In the thesis we only studying on the translation of adverbs, other types of adverbs has not been well studied The issues like when translating the adverb of time, the adverb of place, adverb of degree into Vietnamese, what part of speech they turn into whether, or what kind of structure, has the function changed, where are their positions in the sentence These issues need to be studied further to give a satisfying answer 47 REFERENCES In English [1] Asher's encyclopedia of languages and linguistics (1994) [2] Azar, B.S (1989) Understanding and using English grammar, Prentice Hall Regent [3] Catford, J.C (1965) A Linguistic Theory of Translation, Oxford: OUP [4] Colleen McCullough (1997) The Thorn Bird, Foreign language bookstore [5] Dixon, R.M.W (2010) Basic Linguistic Theory Volume Methodology [6] Dlnya Muhammad Ahmad (2005), Adverb-Adjective Collocation in English, Koya University [7] Duff, A & Maley, A (1989) Translation, Oxford: Oxford University Press [8] Ellis r (1994), the study of second language acquisition Oxford university press [9] George Steiner (1975) After Babel: Aspects of Language and Translation, Oxford University Press [10] Hatim, B &I Mason (1990) Discourse and the Translator, London/Newyork: Longman [11] Katalin É Kiss, Adverbs and Adverbial Adjuncts at the Interfaces, edited [12] Larson, ML (1998) Meaning-Based Translation, University Press of America [13] Louise McNally and Christopher Kennedy (2008), Adjectives and AdverbsSyntax, Semantics, and Discourse, Oxford, Oxford University Press [14] Markee, N.P.P (1997) Managing Cirricular Innovation, NewYork: Cambridge University Press [15] Micheal McCarthy , English Grammar Today An A-Z of Spoken and Written Grammar 1st Edition, Cambrigde University Press [16] Newmark, P.P 1988 A textbook of Translation, Prentice Hall [17] Newmark, P.P.1982 Approach to Translation Pergamon Press [18] Nida, E & C Taber (1974) The Theory and Practice of Translation California Stanford University Press [19] Quick, R and Greenbaum, S (1973), A university grammar of English, Longman [20] Randolph Quick, Sidney Greenbaum, Geoffrey Leech, Jan Svartvik (1985), The English adverbs in the Oxford Advanced Learner's Dictionary (1995), Oxford University Press 48 [21]Raymond Murphy (2004), English Grammar in Use, Cambridge University Press [22] Ronald Carter and Michael McCarthy (2006), Cambridge grammar of English: A comprehensive guide, Cambridge University Press [23] Ronald Carter Micheal McCarthy (2006) ,Cambridge Grammar of English A Comprehensive Guide Spoken and Written English Grammar and Usage, Cambridge University Press [24] S.P Corder (1981), Error-analysis-interlanguage-and-second-language- acquisition, Oxford Oxford University Press [25] Vika Agustina Brawijaya (1982), error analysis in the writing made by the students of English study program, University of Malang, Indonesia In Vietnamese [28] Cao Xuan Hao, 2006, Tiếng Việt : Sơ thảo ngữ pháp chức năng, Nhà xuất khoa học xã hội [29] Dịch giả Phạm Mạnh Hùng, Biên soạn Gió (2014) Tiếng chim hót bụi mận gai [30] Edited by Hoang Phe , The Oxford and in the Vietnamese dictionary (2001), Published by Danang Publishing House [31] Hà Văn Bửu, Sentences – Câu, Tái lần thứ 11 , nhà Xuất trẻ [32] Hoàng Trọng Phiến (1980) Ngữ pháp Tiếng Việt: Câu – NXB TH-THCN [33] Hồng Tuệ, Lê Cận, Cù Đình Tú (1962),Trạng ngữ cấu trúc Tiếng Việt, Nxb Nauka [34] Nam Cao (2020) Đời Thừa , NXB văn học [35] Nguyễn Thị Lương (2012) ,Câu Tiếng Việt , nhà xuất Đại học sư phạm [36] Nguyễn Thượng Hùng (2005) Dịch thuật: từ lý thuyết đến thực hành, Thành phố Hồ Chí Minh, Nhà xuất Văn hóa Sài Gịn Sources on Internet [37] https://dafulbrightteachers.org/cac-loai-tu-trong-tieng-viet/ [38] https://dictionary.cambridge.org/vi/dictionary/english/adverb [39] https://www.learngrammar.net/english-grammar/adverb [40] https://dictionary.cambridge.org/vi/dictionary/english/adverb 49 [41] https://dictionary.cambridge.org/vi/grammar/british-grammar/adverbs-and- adverb-phrases-position [42] www.edufind.com/english/grammar/ADVERBS3.cfm [43] https://www.learngrammar.net/english-grammar/adverb [44] (dlt dictionary at web: http://www.tellt.ru/ballast/cidlirid adverb.html) 50 APPENDICES Name: ………………………… Class: …………… I Complete the following sentences with the adjectives in brackets or their corresponding adverbs She closed the door ……… and went out (care) It will rain …………for the whole next week (heavy) He behaved very ……….(bad) yesterday The singer sang ……….last night (beautiful) I ………agree with your decision (strong) She is a ………… business woman (successful) We …………concluded the deal (successful) He had accident because he drove his car…… ( careless) She ran …… up the steps (light) 10 It is snowing ……….outside (heavy) II Rewrite the following sentences with the meaning unchanged James is careful He drives The girl is good at cooking She cooks Her English is perfect She speaks English My mother is angry She shouts My neighbor is a loud speaker He speaks He is a hard worker He works Jane is a nice guitar player He plays the guitar He is a good painter He paints She is a quiet girl She does her job 10 This exercise is easy You can it III Translation Translate the following sentences into English Mary người đánh máy chữ nhanh 51 Jane hát hay Người thư ký đồng ý đánh máy nhanh báo cáo Bạn Peter học có chăm khơng? Ba tơi người lái xe cẩn thận Ơng lái xe cẩn thận David học tập chăm Trời hôm thật lạnh Bọn trai chạy nhanh vào sân vận động trước trận đá bóng bắt đầu Cơ có giộng hát hay Tối hơm qua hát hay buổi biểu diễn 10 Họ mua áo rẻ Translate the following sentences into Vietnamese He’s always in a rush I don’t understand why he walks so quickly Michael happily took the assistant job He had been looking for a position all summer It will probably get worse "Oh, Meggie!" Anne said helplessly They speak French very well My neighbor always plays music loudly on the weekends Please cross the road carefully There are so many traffics She told herself loyally He reacted angrily to the news 10 We didn’t completely understand the teacher’s instructions IV Complete the sentence using an adjective or adverb He's always in a rush I don't understand why he walks so (quick/quickly) I prefer studying in the library It's always _ (quiet/quietly) Michael (happy/happily) took the assistant job He had been looking for a position all summer Marta dances _ (beautiful/beautifully) She's been taking ballet since she was five years old 52 They speak French very (good/well) They lived in France for two years My neighbor always plays _ (loud/loudly) music on the weekends Please be (careful/carefully) in the hallway The walls have just been painted Dan is very smart, but he is not a very _ (good/well) student He reacted (angry/angrily) to the news 10 We didn't (complete/completely) understand the teacher's instructions 53