Tục ngữ tiếng anh nói về thời tiết trong sự liên hệ với tương đương tiếng việt

MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY LÊ THỊ HƯƠNG A CONTRASTIVE ANALYSIS ON COHESIVE DEVICES IN THE NOVEL “VANITY FAIR” AND THEIR VIETNAMESE TRANSLATION VERSION (PHÂN TÍCH ĐỐI CHIẾU CÁC PHƯƠNG TIỆN LIÊN KẾT TRONG TIỂU THUYẾT “ HỘI CHỢ PHÙ HOA” VỚI BẢN DỊCH TIẾNG VIỆT) M.A THESIS Field: English Language Code: 8220201 Ha noi, 2018 MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY LÊ THỊ HƯƠNG A CONTRASTIVE ANALYSIS ON COHESIVE DEVICES IN THE NOVEL “VANITY FAIR” AND THEIR VIETNAMESE TRANSLATION VERSION (PHÂN TÍCH ĐỐI CHIẾU CÁC PHƯƠNG TIỆN LIÊN KẾT TRONG TIỂU THUYẾT “ HỘI CHỢ PHÙ HOA” VỚI BẢN DỊCH TIẾNG VIỆT) M.A THESIS Field: English Language Code: 8220201 Supervisor: Assoc Prof Dr Lê Văn Thanh Ha noi, 2018 CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled: “ A contrastive analysis on cohesive devices in the novel “ Vanity Fair” and their Vietnamese translation version” (Phân tích đối chiếu phương tiện liên kết tiểu thuyết “Hội chợ phù hoa” với dịch Tiếng Việt) submitted in partial fulfilment of the requirements for the degree of Master in English Language Expect where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the thesis Hanoi, 2018 Student’s Signature Lê Thị Hương Approved by SUPERVISOR Assoc Prof Dr Lê Văn Thanh Date: ………………………… i ACKNOWLEDGEMENTS I would like to express my deepest gratitude to Asso Prof Dr Le Van Thanh , my supervisor, who has been willing to assist and give me not only valuable directions and suggestions but also enormously helpful advice and encouragement, all of which have inpired me greatly so that my research could be accomplished I would also thank to the organizers of this master course, Asso Prof Dr Nguyen Van Dao, Head of the Department of Post Graduate Studies and the whole staff and all the lecturers of the Department of Post Graduate Studies of Ha Noi Open University for their valuable lectures, assistant and helpful advice My special thank goes to Asso Prof Dr Mrs Hoang Thi Tuyet Minh and Asso Prof Dr Mr Ho Ngoc Trung who gave me the great inspiration, valuable lectures and helpful advice to this thesis I highly appreciate the helpful advice, assistance from my colleagues and friends Without having their advice and assistance, it would never been possible for me to have this thesis completed Finally, I am greatly indebted to my mother, my husband for the support, encouragement as well as the sacrifice they bring about during my master course’s studying progress Hanoi, December 2018 Le Thi Huong ii ABSTRACT The objective of this research is to know the kinds of cohesive devices which applied in the novel “ Vanity Fair” and their Vietnamese translation version and made the contrastive analysis on cohesive devices in the novel “ Vanity Fair” and their Vietnamese translation version This research uses the linguistics approach to the analysis of discourse Firstly, it is descriptive, qualitative and comparative research which focus on the cohesive devices and take total sampling technique to understand the cohesive devices in two selected chapters in the Vanity Fair novel, contrastive method is used to analyze and contrast grammatical and lexical features of cohesive devices and the solutions adopted in the Vietnamese translation Secondly, the author used Halliday and Hasan’s classification on devices cohesive to conduct the analysis the data Finally, the author classified the data each category where they belong to and gave a little comment and compare them with the equivalents of Vietnamese As a result, the author found how cohesive devices were used and then drew the inferences dealing with the case From the result, it was known that cohesive devices occur in all kinds of Halliday and Hasan’s cohesion devices with no exception, and it is done in various ways The result of this research is that the highest percentage of lexical cohesive devices is reiteration In contrast, the highest occurrences of grammatical cohesive devices are reference and conjunction Although, some types of them were used less, they did not affect the cohesiveness of the texts and the meaning of the texts which is delivered well to the readers Also, the finding of this study prove some implications of cohesive devices to English teacher and learners of English iii LIST OF ABBREVIATIONS E g example L2 learners NSs NNSs native speakers non-native speakers of English iv LIST OF TABLES AND FIGURES Table 2.1: Types of Grammatical and Lexical Cohesion Table 2.2: Types of reference Table 2.3: Personal reference Table 2.4: Demonstrative reference Table 2.5: Comparative reference Table 4.1 Personal Reference in “ Vanity Fair” Table 4.2 Demonstrative Reference in “ Vanity Fair” Table 4.3 Comparative Reference in “ Vanity Fair” Table 4.4: Substitution in “ Vanity Fair” Table 4.5: Ellipsis in “ Vanity Fair” Table 4.6: Conjunctive Relations in “ Vanity Fair” Table 4.7: Types of Lexical Cohesion and Occurrence in the novel “ Vanity Fair” Table 4.8 Occurrence and frequency of Vietnamese solutions to the English cohesive devices v TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv LIST OF TABLES AND FIGURES v INTRODUCTION 1.1 Rationale for the study 1.2 Aims and objectives of the study 1.2.1 Aims of the study 1.2.2 Objectives of the study There are three main objectives in this study 1.3 Research questions 1.4 Scope of the study 1.5 Significance of the study 1.6 Design of the study Chapter LITERATURE REVIEW 2.1 Previous studies 2.1.1 Previous studies overseas 2.1.2 Previous studies in Viet Nam 2.2 Theoretical background 2.2.1 Discourse and discourse analysis 2.2.2 Context in discourse analysis 10 2.2.3 Cohesion 11 2.2.4 Types of Cohesion 13 2.3 An overview on “Vanity Fair” 25 2.3.1 Introduction to “Vanity Fair” and the translated version 26 2.3.2 The translated version 27 2.3.3 A brief summary of “Vanity Fair” 27 2.3.4 The selection of certain chapter 28 Summary 28 Chapter 29 vi METHODOLOGY 29 3.1 Subjects 29 3.2 Procedures 29 3.3 Statistical Analysis 30 3.4 Summary 31 Chapter 4: .32 ANALYZE AND CONTRAST COHESIVE DEVICES IN THE NOVEL “VANITY FAIR” AND THEIR VIETNAMESE TRANSLATION VERSION 32 4.1 Cohesive devices in the novel “Vanity Fair” .40 4.1.1 Grammatical cohesive devices in the novel “Vanity Fair” 40 4.1.2 The features of lexical cohesive devices in the novel “ Vanity Fair” .52 4.2 The similarities and differences of cohesive devices in the novel “ Vanity Fair” and their Vietnamese translation version 59 4.2.1 The similarities and differences of grammatical cohesive devices in the novel “ Vanity Fair” and their Vietnamese translation version .59 4.2.2 The similarities and diferencies of lexical cohesive devices in the novel “ Vanity Fair” and their Vietnamese translation version 67 4.2.3 Translation techniques of cohesive devices in the novel “ Vanity Fair” and their Vietnamese translation version 68 4.3 Some recommendations for the teaching, learning and translating of cohesive devices 70 4.3.1 Recommendations for teaching English .70 4.3.2 Recommendations for learning English .71 4.3.3 Recommendations for translating from English to Vietnamese and vice versa 72 4.4 Summary 73 Chapter 5: .75 CONCLUSION 75 5.1 Summary of Findings 75 5.2 Conclusions 77 5.3 Recomendation for further research 80 vii the cohesive device An illustrative example of reduction can be seen in the following examples, where the second of conjunction and, but and or was omitted in the translation These shows the reformulation technique 60) She promised acquiescence, and tried to obey She put up the two or three trinkets: and, as for the letters, she drew them out of the place where she kept them; and read them over—as if she did not know them by heart already: but she could not part with them [18:p127] Cô hứa xin tuân lệnh cố gắng lời cha Cơ gom góp thứ tặng vật George; cô lục thư cất kỹ đọc lại lượt… thể cô chưa thuộc lịng Song khơng đành tâm rời bỏ chúng 61) "But, lor', Ma'am," ejaculated Mrs Blenkinsop, "we was only grocers when we married Mr S., who was a stock-broker's clerk, and we hadn't five hundred pounds among us, and we're rich enough now." And Amelia was entirely of this opinion, to which, gradually, the good-natured Mrs Sedley was brought [18:p125] Lạy Chúa, bà ơi, xưa hồi bà làm bạn với ông Sedley, bà bán thực phẩm, cịn ơng nhà ta làm thư ký cho người bn tín phiếu, O vốn liếng làm năm trăm đồng Thế mà mát mặt O Amelia hoàn toàn đồng ý; bà Sedley vốn tính rộng lượng, xiêu lòng 62) "O Miss Sharp! if you could but see him this morning," he said— "moaning in his flowered dressing-gown - writhing on his sofa; if you could but have seen him lolling out his tongue to Gollop the apothecary." [6:p51] Chao ôi, cô Sharp Giá nhìn thấy anh sớm hơm nay… rên rỉ áo ngủ hoa sặc sỡ… lăn lộn ghế xô-fa, giá cô trông thấy anh thè lưỡi cho ông thầy thuốc Gollop coi bệnh… However, there are cases where this language is not clear, but the other languages are supplemental, as in this example: 63) "My dearest Amelia," said he, "you are too good—too kind You don't know the world I And your little friend Miss Sharp must learn her station." "Don't you think Jos will—""Upon my word, my dear, I don't know He may, or may not I'm not his master I only know he is a very foolish vain fellow, and put my dear little girl into a very painful and awkward position last night My dearest diddle-diddle-darling!" [6:p52] 69 Amelia thân yêu ơi, em tốt bụng Em không hiểu lịng người đời Anh anh hiểu Cịn cô Sharp, cô bạn nhỏ em, cô ta cần biết phận Anh cho anh Joe sẽ… Anh thề anh khơng biết gì, em u Anh lấy, khơng Anh có phải ơng chủ anh đâu Chỉ biết anh người ngớ ngẩn, phù phiếm, Vì đêm qua đặt em yêu quý bé bỏng anh vào hoàn cảnh khó xử đáng giận “Cơ em be bé xinh xinh” yêu quý đời anh 64) It was over these few worthless papers that she brooded and brooded She lived in her past life—every letter seemed to recall some circumstance of it How well she remembered them all! His looks and tones, his dress, what he said and how—these relics and remembrances of dead affection were all that were left her in the world And the business of her life, was—to watch the corpse of Love Cơ ấp ủ mảnh giấy vơ nghĩa đó; đọc chúng, cô quay trở với đời dĩ vãng… thh gợi lại mảnh đời Cô nhớ lại ly tý, nhớ khoé mắt, giọng nói, cách ăn mặc, lời lẽ chuyện trị… Ơi, đời cịn lại di tích mối tình chết mà thơi Từ đây, cịn sống để săn sóc xác chết Tình yêu To make an overall conclusion, Tran Kiem has fulfilled the writer’s intention not only in the transformation of the original’s content and form, but also the transformation of pragmatic and aesthetic values We are, therefore, strongly convinced that the translations satisfy the target readership’s taste for literary works and are highly appreciated 4.3 Some recommendations for the teaching, learning and translating of cohesive devices 4.3.1 Recommendations for teaching English Cohesion is the network of lexical, grammatical, and other relations which link various parts of a text Cohesion is a surface relation and it connects together the actual words and expressions that we can see or hear In teaching of discourse analysis according to (Jia Lijuan, P,54) “teachers should fully mobilize students’ learning enthusiasm and subjective initiative, treating the language analysis as the key step in the training students’ language ability to grasp.” To handle this problem, some possible recommendation may be suggested as follows: 70 In reading teaching therefore, teachers should give a macro analysis of the content of the article structure, cultivate students’ logical thinking, clearly explained in the form of the language knowledge as well as the important vocabulary and grammatical structure, analyze use of cohesive devices, create discourse coherence method, combined with the learned articles related to the cultural and social knowledge Moreover, teachers should earnestly practice more, provide students with more opportunities to explore and exchange knowledge, inspire interest in ways to import new lesson, speculate clue of the story development, find out the related problems classify each section of the story and summarizes the central idea, and try to create good communication atmosphere for students, exercise their ability of language application help improve their comprehensive reading ability and the quality of reading teaching As a matter of fact, it is difficult to train out a high level of writing skills because of the lack of various factors, such as knowledge of discourse, construct the discourse and the side effects of their mother tongue “In the writing teaching should fully understand the theory of discourse coherence and cohesion means, in-depth study of the teaching methods to explore the students’ awareness of discourse and the expression and rules of discourse errors, find out the counter measures to solve the problem.” (He Xuegui, P,56) Therefore, in the teaching of English writing, teachers also ought to use discourse analysis method, from the perspective of textual macro, pays attention to the subject of essay writing, paragraph structure, sentence relations and the writing features, let the student maximum master the links and skills in writing 4.3.2 Recommendations for learning English As mentioned at the beginning of the study, mastering the biggest component of any language course especially learning cohesive devices is really hard for English learnrs for a short time Because cohesion is the network of lexical, grammatical, and other relations which link various parts of a text In fact, the students don't grasp the thread of the article and implied meaning They only read and understand the article word by word, the comprehensive ability of students' foreign language learning cannot be formed If they have learned the cohesion theory, they can make full use of the skills on the learning 71 of discourse Basing on the study, we would like to suggest some useful ways of language learning When learning, students should understand the knowledge of article genre, such as: classification, characteristics and components, then to forecast the discourse genre, speculation of overall planning to reveal the central idea, again carries on the contrast and analysis, find out the argument, the author's writing intention especially in the topic sentence of a paragraph when reading in order to get the enrichment and generalization of full text content, Structural analysis is influenced by discourse genre, theme; the structure is not the same Therefore, students should refer to the mode of discourse, inductive each paragraph and hierarchical to the title, understand the overall structure of the article by different administrative levels, comparing with contrast methods, pave for the theme to highlight the structure of the discourse When reading and analyzing the relationship of sentence, we should pay an attention to the use of conjunctions Conjunction can reflect all kinds of the logic relationship in discourse, the logical relationship is a link to form the discourse network We usually have four patterns: adding, turning, causal and time Besides, if students want to master a foreign language, they must consciously understand the cultural background of the article and accept the rich culture of a language In other word, students should cultivate their ability in discourse analysis, in class, by summarizing the ideas of article, retelling, paraphrasing, rewriting the plots of text and the expression ability of content; Outside the classroom, students are encouraged to read all kinds of genre of materials; meanwhile, they should pay attention to the forecast and analysis of the cohesion relationship, thematic structure and cohesion genre consciously Strengthen students' understanding of the social culture, economic development and historical origin in the target language, and expanded the aspect of knowledge; improve the discourse analysis and language application ability The more the learners master in English in general and in cohesive devices in particular, the more effectively they use both English and Vietnamese equivalents 4.3.3 Recommendations for translating from English to Vietnamese and 72 vice versa “Translation despite the style difference, but the translation by understanding and convey associated composition is out of question.” (Yu Gaofeng, P, 41-42) Because of the vital role in the process of translation, understanding and grasping of discourse cohesion to the translation of the original, cohesive devices should be considered the following factors: Firstly, pay attention to discourse as the unit through selected material of translation, read the whole text, use the cohesion theory to analyze more accurately convey the original meaning, form the overall consciousness of discourse, and grasp the original essence, guarantee the translation faithful to the original one Secondly, choose the model translation to analyze, comparing the difference between the cohesive ties in both Vietnamese and English, make out the measures to deal with the differences Such as: English pronouns is in textual cohesion are often in the former, the parts that stood for is at the last or the commonly translated into zero article in the target text Last but not least, pay attention to the core words of cohesion when reading the original article, if some words are difficult to understand, run through the analysis of repetition of words and co-occurrence relations to master its precise meaning, appropriate conversion, reappearance original text rhetoric effect as far as possible and English and Vietnamese translation, think of using acceptable language expressed the author’s intention and the original content In short, in Vietnamese – English translation , cohesion is not only the key step exchange making semantic coherence in the translation but also the important features and forming conditions in the current trend on translation study Therefore, the broad differences between the two kinds of cohesive devices in both Vietnamese and English languages should be considered to ensure of the translation conforms to the habits of target language Therefore, having in-depth study of cohesive devices and means, grasping its regularity for conveying translation into the original ideas accurately are very important in understanding the source and formation 4.4 Summary 73 After endeavoring to conduct this thesis, the contrastive analysis of the cohesive devices in the novel “ Vanity Fair” is proved clearly There are the similarities and differences between the target cohesive devices In general , the cohesive devices have various meanings and use in English than in Vietnamese Due to their semantic meanings, they could have different translations to express semantic meanings appropriately and fully in specific contexts As the results showed, the former option was much more common than the latter one, in particular grammatical cohesion Reflecting on the data analysis, it can be tentatively concluded since the kinds of both grammatical and lexical cohesion are applied in that Reference, ellipsis and subodinate , conjunction and lexical cohesion (reiteration and collocation) are used by writer 74 Chapter 5: CONCLUSION 5.1 Summary of Findings After investigating cohesive devices in two chapters of the Vanity Fair novel by William Makepeace Thackeray, the researcher found that it is true that cohesive devices play a very important role, but, based on the analysis, it can be concluded that is one of the key factors which make the book a great success In the present study, we find out typical patterns of cohesive devices As a matter of fact, we have endeavored to conduct this thesis for a long time Two chapters in “Vanity Fair” exploits nearly all the items of cohesive devices which consist reference , conjunction, substitution, ellipsis and lexical cohesive mentioned by Halliday and Hasan (1976) However some items are more preferred to the others, for example under the terms of reference , especially personal reference and conjunction the writer prefers using whereas substitution and ellipsis are less used Below are the detailed findings of such cohesive devices The results of this research points out that reference is the most dominant used in this study it is 54% It means that novel consists of several different characters so that many references are used for avoiding repeating their name Besides reference, there is conjunction it is 24%, which also gives many distributions in the novel, then followed by lexical cohesive Lexical cohesive are dominantly used after references, conjunction These are occurred because the witer would like to keep the identify of ideas and participants in text to make the novel clearly and easy to understand Among the fours types of cohesive devices, substitution and ellipsis are in the least position it is 0.9% and 0.38% This shows that in the novel there are not usually in replacement of one word/ phrase with another word and phrase Lexical cohesive devices also contribute to the construction of a novel It appears the most with 849 times Repetition frequently used in these two chapters This finding is the same as that in some previous studies review in chapter and 18 It is evident that repetition is not an effective way to maintain 75 the content of the story, if it is overused Yet, it is claimed to be the easiest way to help readers follow the book, especially for a such multi-chapter novel Although other sub-type of lexical cohesive devices namely collocation, synonyms and superordinate, though make a smaller contribution, it also play a vital role to make the novel coherent and less boring It is combination of all these cohesive ties that runs the novel smoothly and frees readers from the boredom with simple word that are inherent attributes of a literary works As a whole, the overall aim of this study is to find out cohesive devices in two chapters of the Vanity Fair novel by William Makepeace Thackeray The findings show that a number of different cohesive devices are reflected in two chapters and what cohesive devices are mentioned by Halliday and Hasan (1976) theory As the results showed, the former option was much more common than the latter one, in particular grammatical cohesion Two different types of cohesive devices were identified: grammatical and lexical Firstly, the use of personal pronouns as address forms in Vietnamese is not very common; instead prefer a system of diversified kinship terms as the major source of address forms Secondly, demonstrative reference is also frequently in creating textuality for the original novel and generally appear in the translated texts with a high level than in the original ones but there is no Vietnamese equivalent to the In the target text, the commonly translated into zero article Besides, comparative sentences are formulated with short and long adjectives or adverbs, we have the structure “short Adj/Adv + ER) / “MORE long Adj/Adv) In Vietnamese, comparative sentences are formulated with the functional words “hơn” which is thought to be equal to the English “than” or “more” Next, almost additive conjunction “and” in English is equivalent to “và” “còn” is more suitable than “và”, “mà” , “rồi” , “cùng” in Vietnamese However, in some situations, additive conjunction “and” to “nhưng ” in Vietnamese and even ommited Moreover, interpret the relationship between the cause and consequence such as “because, because of, for, since, so that, thus, if, therefore, in conclusion etc.” in both languages are quite similar in meaning and structure 76 However, the sentence structures formed by them are different “however” can be followed by a clause or even an adjective, verb and adverb while “though‟ can only be followed by a clause and Vietnamese equivalent of both “however” and “though” are not “tuy nhiên/ vậy/ cho dù/ mặc dù” Finally, in Vietnamese, this kind (pronominal substitution) is discussed The most popular general nouns are việc, điều, chuyện, cái, thứ, vật, etc They are usually accompanied by ấy, đó, In short, in both Vietnamese and English, these ties work very well in providing texture In this study these relations are discussed in two major groups: grammatical and lexical cohesion Generally, each group embraces different ties Some ties just exist in English, while some ties in Vietnamese have no correspondence in English 5.2 Conclusions The present study focuses on semantic and syntactic features of cohesive devices in the novel “ Vanity Fair” and their equivalents in Vietnamese The main issue is to find out the semantic and syntactic features of cohesive devices in two chapters of the novel “ Vanity Fair” and cohesive devices “ ,nhưng, nhiên, thế, vậy, hơn, …” in Vietnamese cohesive devices and then to find out the similarities and differences between them We also based on the theoretical background, the similarities and differences between the two cohesive devices to carry out in two chapters with the hope that this research can lead to effective ways to develop students’ knowledge of cohesive devices Some conclusions have been drawn as follows: In general, the target texts are identified to have an analogous network of cohesion to the source texts They both make use of reference, ellipsis, substitution, conjunction, and lexical cohesion Most specific patterns of cohesive types share great similarity to those of the source texts; differences also appear but minor From the findings, it could be seen that the pattern of reference see more differences than any other cohesive patterns Those dissimilarities are mainly attributed to Vietnamese people’s preference of kinship terms and noun phrases to personal pronouns and no Vietnamese ready equivalents to “the” More frequent occurrences of far demonstrative reference in source texts also contribute to the differences in the referential patterns Patterns of ellipsis, 77 substitution, and conjunction are being less adjusted One of the reasons lies in the fact that adjustments in the pattern of conjunction may affect the content of the text and its interpretation Another reason is attributed to similar pattern of ellipsis between Vietnamese and English As for the pattern of lexical cohesion, adjustments are mainly identified in the area of reiteration The level of word repetition and super-ordinates in both translations is higher than that of originals as a result of no ready equivalents and avoidance of possible ambiguity However, it should be emphasized that dissimilarities in translation seems unavoidable due to limit that are predetermined by the peculiarities of the language in which it is created In addition, difficulties and complexities that a translator has to face when reproducing a literary text in another language and another cultural context also add more to those differences Baker (1992) also argues that “as hard as one might try, it is impossible to reproduce networks of cohesion in a target text which are identical to those of the source text” In this sense, adjustments Kiem makes in his translations are also what most translators in practice to strike a balance between accuracy and naturalness The Vietnamese translation of this mechanism was normally another grammatical device However, it was not often to use substitution and ellipsis but reference the most widely employed The major use of reference, as an equivalent to the English substitutive item, changes the texture of the Vietnamese translation That makes it looser than the original, at least in those particular parts of the text The above analysis shows the flexibility, sensitivity and diversification in Kiem’s exploitment of Vietnamese language to deal with English personal pronoun In his translation, the same pronoun is transformed into different Vietnamese words like he-> anh, ông, ect and vice verse the same Vietnamese word is used to replace different English pronoun like ông-> you, he, etc Or -> he, she, ly tý -> them This is one of remarkable elements forming textual features of the Vietnamese translations Moreover, of the same way of operation but some ties in English are discussed within the scale of lexical cohesion; whereas those in Vietnamese, within the scale of other cohesive devices For example, synonymy in English is coded as a means of lexical cohesion while in Vietnamese, of the same way as English synonymy does, that notion is interpreted as a case of substitution It is 78 originated from the different viewpoints of English and Vietnamese linguists of cohesion’s nature In addition, the concepts of English lexical cohesion overlap those of Vietnamese one There are some links that can be found in English, but not in Vietnamese, and vice versa Some kinds of English are of broader domain in comparison with those of Vietnamese; while others, of narrower scope The results of the present study illustrate how two different languages such as English and Vietnamese select different cohesive devices for the same linguistic situation Every language has its own devices for establishing cohesive links Both language and text-type preferences must be taken into consideration in the process of translation The findings of the research also indicate that a good translator, especially one of fiction does not translate word for word He has to look out for other surrounding factors that may affect the meaning to be conveyed, reconstruct this same meaning and then determine the best translation which is appropriate in the target language and its cultural context This means that in many cases he has to see something in a different light It is justified when a literal translation results in a form which is grammatically correct but not quite natural, going against the feeling of the target language Once again, this requires from every translator both a good understanding of separate words and phrases and the text as a whole The results of the present study illustrate how two different languages such as English and Vietnamese select different cohesive devices for the same linguistic situation There are many aspects of cohesive devices which can be investigated, the study however only focuses on semantic and syntactic features of cohesive devices in two chapters in the novel “ Vanity Fair” but not at all cohesive devices in this novel Secondly, the comparison between English and Vietnamese is rather complex Lastly, the researcher’s knowledge makes it impossible to provide sufficiently and focus on cohesive devices intensively Through I have made my great efforts in this thesis to work out the best results, due to limitation of time and knowledge of the author, mistakes and limitations are unavoidable Therefore, all the remarks and comments from the readers will be highly appreciated 79 5.3 Recomendation for further research Although the research can be useful in some ways as mentioned, there are still many undiscovered sub-areas which provide a ground for further studies.This paper has attempted to bring out the cohesive devices of a discourse in particular literacy context and detail analysis of cohesive devices in the novel “ Vanity Fair” in comparison with its Vietnamese version In fact, still some aspects related to this problem left for further researches Further studies conducted could focus on the followings: (i) A study on other discourse features of “ Vanity Fair” such as logical cohesive devices, etc (ii) A contrastive analysis of lexical cohesion features in cohesive devices in the novel “ Vanity Fair” and Vietnamese translation version (iii) A contrastive analysis on superodinates features in other English literary works (iv) A study analysis of grammatical cohesion in the novel “ Vanity Fair” (v) Study pragmatic features of cohesive devices in the novel “ Vanity Fair” and Vietnamese translation version Thus, there are still some exciting aspects that need further studies: It would be a fascinating idea to widen the topic to other fields such as metaphors in folk songs, in poetry, novels… It would be better to analyze metaphor from the other perspectives 80 REFERENCES REFERENCES IN ENGLISH Bahaziq, Afnan 2016 Cohesive device in written discourse: A discourse analysis of a student’sessay writing English Language Teaching Journal Vol No pp 112-119 Besma Azzouz (2009) A discourse analysis of grammatical cohesive in student’s writing” Mentouri University – Constantine Biesenbach-Lucas and Weasenforth (2001) E-mail and word-processing in the ESL Classroom: How the medium affects the message Language Learning and Technology 5(1): Bloor, T & Bloor, M 2013 The functional analysis of English: A Hallidayan approach (3rd edition.) 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