Rationale of the study
Synonyms are prevalent in almost every language, including English, which is noted by Howard Jackson for its richness in synonym pairs These pairs offer us diverse options to express the same idea, enhancing the flexibility and variety of the language However, selecting the right word from a group of synonyms for a specific context can be challenging Successfully doing so allows us to convey our thoughts not only accurately but also vividly and emotionally, creating a mental image for the reader This precision makes our statements persuasive and engaging Conversely, using an unsuitable word can lead to feelings of embarrassment and discomfort.
Synonyms are not interchangeable in every context, as their meanings can vary based on underlying factors Even fluent speakers may struggle to find the most fitting word For instance, a Vietnamese mother admired her daughter's new orange butterfly-patterned T-shirt but felt unable to express her compliment appropriately She described it as "sặc sỡ," a term with a neutral or negative connotation, which did not convey her positive sentiment Later, a friend of the girl used the word "rực rỡ," which accurately captured the mother's intended praise, illustrating the nuances of word choice in language.
“Rực rỡ” is exactly the word she wanted to use for her compliment, and that word gives an extremely different impression of how she felt about the T- shirt
Therefore, using synonyms flexibly and effectively is really a challenge for students learning a foreign language
First-year students at the English Department of the College of Foreign Languages, Vietnam National University, often lack knowledge of language theory, leading to a limited understanding of the nuances among synonyms Consequently, many students frequently make mistakes when using synonyms However, these errors can be minimized and corrected by educating students about the critical factors influencing synonym usage.
This study aims to explore the factors influencing the use of synonyms, with the goal of assisting first-year students in enhancing their synonym usage in writing.
Scope of the study
This study focuses exclusively on English synonyms and does not conduct a contrastive analysis with Vietnamese synonyms, which are only used as illustrative examples of the universal characteristics of synonyms Due to the vast number of English synonyms, the research examines only a select few groups, acknowledging that a limited study cannot encompass them all.
The study reveals multiple factors influencing the use of synonyms, but only those contributing to student errors are examined in detail Other factors are briefly mentioned for reference.
While higher-level English students often misuse synonyms, this study focuses exclusively on first-year students, as they are the most suitable subjects for the research.
Aims of the study
This study is carried out to serve three major purposes:
- To conduct an investigation into different aspects of English synonyms
This study aims to investigate the use of specific synonym groups among first-year students in the English Department at the College of Foreign Languages, Vietnam National University By administering tests to the students, we identify and analyze their errors to uncover the underlying causes and sources of these issues.
- To provide some recommendations for preventative and curative measures to help improve first year students‟ use of synonyms.
Organization of the study
This thesis comprises three main sections, beginning with the INTRODUCTION, which outlines the rationale, scope, aims, and design of the study, providing readers with a comprehensive overview of the thesis.
The second part of the thesis focuses on DEVELOPMENT, which is divided into three main chapters The first chapter provides a theoretical background and literature review, covering the definitions, characteristics, and classifications of synonyms The second chapter outlines the study's methodology, detailing the research questions, informants, data collection instruments, and analytical framework.
Chapter 3 focuses on data analysis and discussions regarding the misuse of synonyms by first-year students It identifies the common errors made, explores their underlying causes, and offers both preventative and corrective strategies This chapter provides valuable insights and practical methods for teachers and students to enhance their teaching and learning experiences.
The CONCLUSION part presents concluding remarks, implications for teaching and learning synonyms, and suggestions for further research.
Understanding synonyms and their distinguishing factors, along with the ability to perform componential analysis, is essential for identifying and analyzing errors made by first-year students in synonym usage This chapter aims to establish the foundational concepts and ideas necessary for the analyses that will be conducted later in this study.
Various semanticists, including John Lyon, W Kreidler, Michael McCarthy, and Norbert Schmitt, offer diverse definitions and discussions on synonyms This article will explore and compare their perspectives to create a comprehensive theoretical framework that supports the thesis.
Sense relation refers to the internal meaning connections between words within a language's vocabulary system It represents the paradigmatic relationship among words that could be selected along the vertical axis The primary sense relations include synonymy (sameness), antonymy (oppositeness), and hyponymy (inclusion), which define how words relate to one another in meaning.
Synonymy is a significant lexical relation within semantics, representing the similarity in meaning between two or more words The concept of synonymy and the application of synonyms are commonly discussed in nearly all literature focused on semantics and vocabulary.
Prominent linguists have defined synonyms in various ways in their semantics and vocabulary literature, highlighting similar concepts but articulating them differently.
In his book "Introducing English Semantics," Charles W Kreidler (1998:97) discusses the concept of synonymy, defining it as a relationship of mutual entailment He explains that synonyms are examples of mutual hyponymy, illustrating this with relevant examples to clarify the connection between synonymous terms.
literature review 4 1.1 Overview of synonyms
Definition of synonyms
Renowned linguists have offered various definitions of synonyms in their semantics and vocabulary texts, showcasing similar concepts articulated in diverse manners.
In his book "Introducing English Semantics," Charles W Kreidler (1998:97) discusses the concept of synonyms, defining synonymy as a case of mutual entailment He explains that synonyms represent instances of mutual hyponymy, illustrating this relationship with specific examples.
Jack is a sailor, as the truth of this statement is directly linked to the truth of the statement that he is a seaman The terms "sailor" and "seaman" are synonymous, meaning that if one is true, the other must also be true, and the same applies to their falsity.
Linguistic semantics with a famous representative, John Lyon, defines synonyms as
Synonymy refers to the phenomenon where two or more words share the same meaning, as noted by Michael McCarthy (1997) He provides examples such as "begin" and "start," as well as "sofa" and "settee." D.A Cruse (1986) elaborates in his book "Lexical Semantics," defining synonyms as pairs or groups of words that exhibit a specific semantic resemblance Additionally, Howard Jackson (2000) reinforces this concept, highlighting the importance of understanding synonyms in language.
“sameness of meaning” that holds between two words when discussing synonyms
Linguists generally agree that synonyms are words or groups of words with similar meanings, although Lyon uniquely refers to them as "expressions," emphasizing that synonymy can extend beyond simple lexemes to include complex expressions In contrast, Kreidler (1998:98) argues that synonyms are typically single lexemes of equivalent weight For example, while "Mr Jenkins is our postman" and "Mr Jenkins is the person who delivers our mail" convey the same meaning, "postman" and "the person who delivers our mail" are not considered synonyms.
For the purpose of this study, synonyms are confined to lexemes, but not necessarily
In this thesis, the focus is on single lexemes that share the same weight and are categorized as the same part of speech For instance, terms like "die," "pass away," and "kick the bucket" are recognized as synonyms, forming a cohesive group that will be utilized as a key working tool throughout the research.
Characteristics of synonyms
Two words are synonymous only when they are compatible with the same subjects For example, hard and difficult are synonyms when they are compatible with subject, so
Integral calculus is often perceived as a challenging subject While the term "hard" can be applied to various contexts, such as "hard chair" or "hard knock," the word "difficult" does not pair with these examples This illustrates that synonyms, although they share similar meanings, have distinct compatibility ranges that may overlap but are not entirely interchangeable.
Synonyms do not adhere to the bridging rule, meaning that if A is synonymous with B and A is synonymous with C, it does not imply that B is synonymous with C For instance, "funny" is synonymous with "humorous" in the context of a story, while it is synonymous with "peculiar" when describing a feeling; however, "humorous" and "peculiar" are not synonymous with each other.
Funny story = humorous story } humorous # peculiar Funny feeling = peculiar feeling
Classification of synonyms
"Absolute synonyms," a term coined by John Lyon, refers to pairs or groups of synonyms that can be used interchangeably in any context Jackson (2000) prefers the term "strict synonyms" for this concept In this study, both terms are utilized interchangeably Lyon proposes three criteria to determine if a pair of synonyms qualifies as absolute, with the first criterion being that all their meanings must be identical.
In all contexts, these terms are synonymous, sharing identical collocational ranges Furthermore, they are semantically equivalent, possessing the same meanings across all dimensions, whether descriptive or non-descriptive.
Jackson emphasizes that selecting between strict synonyms does not alter the meaning, style, or connotation of the message being conveyed Similarly, Cruse provides a concise definition of absolute synonyms, noting that they share identical contextual relationships.
Linguists recognize the concept of absolute synonyms, yet they agree that such synonyms are exceptionally rare, with some even arguing they do not exist at all When two words seem to become strict synonyms, it often leads to one of them changing meaning or becoming obsolete For instance, Jackson illustrates this with the words "sky" and "heaven," which originally referred to both the physical firmament and the spiritual realm Over time, "sky" has come to signify only the physical aspect, while "heaven" is now exclusively associated with the spiritual.
The scarcity of absolute synonyms is justified with different words as “uneconomical”,
“unnecessarily redundant”, “wasteful”, “luxurious”, etc We do not need a completely free choice between two words for a particular context because we can well do it with only one
Non-absolute synonyms (or partial synonyms) should be distinguished from near synonyms, as Lyon proposed
Near synonyms are words that share similar meanings but are not completely interchangeable Examples include mist and fog, stream and brook, dive and plunge, as well as ask and beg.
Partial synonyms are words that do not meet all three criteria for absolute synonyms, resulting in non-absolute pairs For instance, "big" and "large" are considered partial synonyms because their meanings are not entirely identical, and they exhibit different collocational ranges While "big" can collocate with terms like "house," "sister," and "mistake," "large" can collocate with "house" and "sister" but does not pair with "mistake."
In addition to absolute synonyms, there are five other classifications of synonyms, but this article focuses on three key types that align with the objectives of this thesis, as the remaining two types are not relevant to our discussion.
Semantic synonyms are synonyms which differ in denotation (like near synonyms described above)
Stylistic synonyms are synonyms which differ in connotation For example, while thin is neutral, skinny is pejorative and slender is flattering
Semantic stylistic synonyms are synonyms which differ in both denotation and connotation This type makes up the majority of synonyms in English
This study focuses on the challenges faced by university freshmen in using synonyms, specifically examining the factors that contribute to these difficulties While various elements influence synonym usage, this research intentionally excludes considerations such as dialect differences and syntactic or pragmatic factors to concentrate on the primary issues affecting new students.
Connotation
Words carry not only their literal definitions but also emotional implications known as connotations, which are crucial in selecting the "right words." These connotations can sometimes conflict with a writer's intended meaning, making it essential to discern between words that appear synonymous yet evoke different feelings and associations While dictionaries provide factual meanings, they fall short in conveying the emotional resonance of words, highlighting the importance of understanding both aspects in effective writing and communication.
The term "unspeakable" is synonymous with "unutterable," yet it specifically conveys a sense of something base or vile, whereas "unutterable" often refers to profound or divine thoughts and emotions.
Another example is that in the following sentence, the word pushy conflicts with the meaning in the rest of the sentence
The pushy citizen patiently waited for his turn at the microphone before confidently expressing his concerns about the city council’s recent decision to staff the fire station with volunteers
An assertive individual exemplifies patience by waiting for their turn to speak and confidently expressing their concerns, rather than interrupting impulsively.
Choosing words with the right connotations is crucial for effective writing, as even words with similar denotations can evoke different emotions and associations For instance, while "push" and "shove" both refer to forceful movement, "shove" implies roughness or haste, enhancing the vividness of the description A sentence like “The bus was so crowded that I was shoved forward and back again and again” illustrates how connotative choices can create a more engaging and precise narrative, preventing misunderstandings and potential offense to readers.
“The bus was so crowded that I was pushed forward and back again and again”
The following table lists some group of words which have similar dictionary meanings but are different in connotative meanings
4 time-tested old out-of-date
7 up-to-date new newfangled
10 inquisitive curious nosy Some other examples are: (all the words on the left are neutral) Ambiguous equivocal (deliberately)
Famous notorious (disreputably) Hate loathe (with repugnance or disgust) Misuse abuse (of privilege or power) New novel (strikingly)
Formality of the context
Language is inherently tied to context, requiring careful vocabulary selection based on the speaker, audience, timing, location, and purpose This interplay between the message, its sender and receiver, the situation, and communication method defines the concept of register Halliday identifies three essential components of register that influence vocabulary choice: field, tenor, and mode.
Field: the subject matter and purpose of a message (travel‟s brochure, etc.) Tenor: the relationship between sender and receiver (boss to employee, friend to friend, etc.)
Communication modes, such as phone calls, written reports, and notices, play a crucial role in conveying information Contexts of communication can be categorized into various types, including formal versus informal, written versus spoken, and technical versus non-technical Understanding these distinctions enhances clarity and effectiveness in interactions.
The choice of synonyms often depends on their level of formality, with one word in a pair potentially being more formal or colloquial than the other When writing, it’s essential to consider your audience and purpose; for instance, a formal style is appropriate for a job application cover letter or an academic essay, while an informal tone suits personal letters or humorous articles Formality ranges from formal to semiformal to informal, guiding how you communicate effectively based on the context.
The formality of context is crucial in writing, as using an inappropriate style can offend readers and create distance For example, employing colloquial language in an application form may lead to the reader feeling disrespected, resulting in a potential rejection of the application Conversely, using overly formal language when communicating with a close friend can create a sense of formality that distances the writer from the reader To illustrate this, consider synonym pairs where informal terms are contrasted with their more formal counterparts, highlighting the importance of context in language use.
Collocation
Collocation, as defined by Howard Jackson (2000), refers to the structural relationships that a word forms with other words within a sentence or text It focuses on the meanings that emerge from the co-occurrence of words, particularly those that are predictably associated with one another.
Jackson's concept of collocation emphasizes that it involves more than just synonyms; it refers to the structural or syntagmatic relationships between words that can co-occur in sentences Collocation is most evident in specific syntactic structures, such as subject-verb combinations (e.g., kettle + boil), verb-object pairs (e.g., boil + kettle), and adjective-noun combinations (e.g., red + wine) To distinguish these relationships, the term "grammatical collocation" is used, setting it apart from "lexical collocation," which is the primary focus of this study.
Collocation is characterized by predictability, reflecting a relationship of mutual expectancy between words This means that the presence of one word increases the likelihood of another word appearing in a given context The strength of this expectancy can vary based on the direction of the relationship and the number of alternative words available For instance, the collocation between "kettle" and "boil" is stronger when moving from "kettle" to "boil" than vice versa, as "kettle" has fewer verbs that typically associate with it compared to the numerous nouns that pair with "boil." Similarly, the verb "wreak" shows a stronger collocational link with its object nouns, such as "havoc" and "revenge," compared to "settle," which can combine with a broader range of nouns like "dispute," "argument," and "nerves."
Michael McCarthy (1997), in alignment with H Jackson, asserts that there exists a binding force akin to a "marriage contract" between words, indicating that certain words are more closely associated than others For instance, while both "blond" and "brown" can describe hair, the connection between "blond" and "hair" is significantly stronger than that between "brown" and "hair."
When considering the word "blond," it primarily evokes thoughts of hair, whereas "brown" can lead to a myriad of associations McCarthy emphasizes the significance of collocation, asserting that it plays a crucial role in vocabulary acquisition and should be a central focus in vocabulary studies.
In McCarthy's book "Vocabulary," the impact of collocation on word choice is highlighted through an examination of common size-related words and their associations with various single nouns.
Major v ? x x v= collocates ?= questionable x= does not collocate
Collocation, a crucial aspect of language, was traditionally discovered through intuitive methods, which are still reflected in most dictionaries While adult native speakers possess a strong intuitive grasp of typical collocations, this approach lacks the reliability needed for statistical accuracy Fortunately, modern corpora containing hundreds of millions of words allow computers to analyze vast amounts of text, confirming and enhancing our linguistic intuitions However, Vietnamese learners often remain unfamiliar with these corpora, as traditional learning methods still dominate their education, leading them to focus on individual word meanings rather than lexical chunks or phrases Consequently, collocation poses significant challenges for these learners.
Denotation
Denotation represents the most straightforward aspect of meaning, capturing the initial focus for individuals learning or using a word While it is crucial, it is addressed last in this discussion because, when studied thoughtfully, understanding word denotations poses minimal challenges Consequently, it is regarded as a minor element in this thesis.
The denotative meaning of words plays a crucial role in defining near synonyms, as identified by John Lyon Near synonyms share similar but not identical meanings, exemplified by the words "involve" and "include." According to the Oxford Dictionary, "involve" refers to having something or someone as a part of a situation or event, while "include" denotes having something as part of a whole This distinction is important; for instance, it is correct to say "The accidents involved several vehicles," but incorrect to say "The accident included several vehicles."
The challenges of denotation often arise from translating into a learner's first language (L1), as there are inherent lexical gaps between languages When a word in the second language (L2) lacks an exact equivalent in L1, its original meaning may be lost in translation If learners prioritize selecting a word in L1 before translating it to L2, they are likely to make errors For instance, the words "remark" and "evaluate" can both be translated into Vietnamese as "nhận xét, đánh giá," yet their denotations differ significantly.
The terms "remark" and "evaluate" have distinct meanings in English; "remark" refers to commenting or observing, while "evaluate" involves assessing the quality or value of someone or something Therefore, it is more appropriate to say, "I can't evaluate his ability without seeing his work," rather than "I can't remark on his ability without seeing his work."
Distinguishing between concrete words with similar meanings is relatively straightforward due to their visible differences However, the challenge intensifies with abstract words, such as "ask" and "beg," which have subtle distinctions The choice between these terms ultimately depends on the writer's assessment of the agent's attitude towards the action.
Four key factors help distinguish synonyms, enabling writers to select the most appropriate word from a group It's important to recognize that synonyms can be differentiated by multiple factors simultaneously For example, "big" and "large" differ not only in collocation—where "big" can pair with "sister," while "large" cannot—but also in formality, as "large" is considered more formal than "big."
Componential analysis
Semanticists and lexicologists propose that word meanings can be broken down into a finite set of universal features, allowing for unique combinations that create distinct meanings across languages This method, known as "componential analysis," helps organize lexical fields by identifying commonalities and differences among entities Within this framework, the shared characteristics among members of a lexical field are referred to as semantic markers Componential analysis utilizes a table to display these markers and distinguishing features, where squares are marked with plus (+) or minus (-) signs to indicate the presence or absence of specific features, and sometimes both symbols are used to denote variability.
Componential analysis (CA), as noted by McCarthy (1997), often presents a static and abstract perspective on language vocabulary, making it challenging to define the components of specific words due to subjective interpretations This variability in lexical competence highlights the dynamic nature of language, suggesting that individual analyses may differ significantly Jackson (2000) further emphasizes the absence of a definitive universal set of semantic components, asserting that only extensive analysis across various languages can provide insights into potential component sets Additionally, many lexemes, particularly those with abstract meanings such as "naive," "aware," "wise," "foolish," and "sophisticated," may not be fully captured through semantic components alone.
In spite of the difficulties in identifying the semantic components of a word, there are four major components of word meaning that are helpful for us They are listed below
- denotation, which includes conceptual and referential meaning; denotation exists by virtue of what it refers to
Connotation encompasses the stylistic, affective, evaluative, and intensifying aspects of language, reflecting the pragmatic communicative value of words This value is shaped by factors such as the context in which the words are used, the timing of their usage, the speaker's intent, and the audience's perception Understanding connotation is essential for effective communication, as it influences how messages are interpreted and understood.
- structural meaning, which is the meaning of a word acquired by virtue of its membership in a system or a set
- categorical meaning, which serves as a classificatory basis.
methodology 16 2.1 Research design
Research questions
Observations of actual teaching and learning reveal that first-year students frequently struggle with synonym usage To enhance vocabulary instruction, it is essential to classify and understand the underlying causes of these errors Consequently, two research questions were formulated to address this issue.
- What errors do first year students often make in using synonyms?
- What are the causes of those errors?
Data collection instruments
A test was designed to address the research questions by encouraging students to reveal their errors in synonym usage, based on the premise that genuine mistakes occur during spontaneous speaking or writing Analyzing the test results will provide insights into the actual proficiency of freshmen in utilizing various familiar synonym groups.
The literature review identifies four key factors that make synonyms challenging for learners, leading to the development of a test comprising four exercises, each targeting a specific factor: denotation, collocation, connotation, and formality Exercises 1, 2, and 3 utilize a multiple-choice format, while exercise 4 involves word substitutions The synonym pairs selected for these exercises are randomly chosen, encompassing various parts of speech and topics, with all words appropriate for intermediate-level students at ED, CFL, VNU The design of the exercises is based on the premise that synonyms across different parts of speech and fields are distinguished by the same factors Additionally, students are trained in diverse writing styles, including descriptive, narrative, formal, informal, and academic essays, as well as various speaking contexts, such as everyday conversations and presentations, necessitating a wide range of vocabulary in the test.
Informants
The study involves 60 freshmen from the English Department at the College of Foreign Languages, Vietnam National University of Hanoi, selected based on the belief that learners experience different internal processes at various stages of their education These first-year students are estimated to possess an intermediate level of English proficiency, having covered most basic grammatical categories and developed essential skills in listening, speaking, reading, and writing Additionally, they have been exposed to a substantial amount of vocabulary related to familiar fields such as culture, education, healthcare, sports, arts, and science, enabling them to express themselves adequately on general topics.
In terms of time length in learning English, they all have spent at least seven years at secondary school, and the first semester at the university
In general, the whole group is homogeneous in its age, cultural background and experience, and knowledge of both mother tongue and foreign language.
Procedures
After careful design, a test was administered to sixty students in a classroom setting They were instructed to complete the test in 30 minutes without using any dictionaries or consulting peers Once the time was up, all papers were collected regardless of completion status The collected works were then analyzed for errors, which provided crucial data for the thesis objectives.
Analytical framework
This research employs componential analysis, also known as semantic feature analysis, to examine the components of word meaning as outlined in the literature review By analyzing a specific group of words within a context, we can explore their meanings through denotation, connotation, associative meaning, and categorical meaning The shared components form the semantic markers of the group, while unique features identify the most contextually appropriate word.
Their appearance _ me They told me yesterday that they could not come to the party
A surprised B astonished C amazed D astounded Firstly, the components of meaning of the four options are analyzed and compared, and then shown in the following table: with wonder because unexpected because difficult to believe so as to cause confusion so as to leave one helpless to act or think surprise + + astonish + + amaze + + astound + +
The semantic marker for the words surprise, astonish, amaze, and astound is identified as "with wonder," reflecting a pleasant feeling Each term possesses unique characteristics that influence either the cause or effect of the actions they describe In this context, the unexpected appearance of certain individuals triggered a sense of wonder in "me," highlighting the element of surprise.
The analysis of semantic components of the four options and the context makes it evident that surprised is the right word to complete the sentence.
Data analysis and discussions 3.1 Discussion of the results of the test
Result of exercise 1
This exercise consists of ten incomplete sentences, each accompanied by four multiple-choice options Students are required to select the option that best completes each sentence The outcomes of this exercise are presented in the table below.
Sentence Key Option A Option B Option C Option D
Note: the figure in bold is the biggest percentage of students’ answers to each question
The percentage of the correct answers shown in the table tells us that the students scored best in questions 3, 4, and 5
In question 3, all four options—telling, speaking, talking, and saying—focus on oral activities, highlighting their popularity and high frequency of use These synonyms differ in their meanings and collocations, with "tell lies" being a common phrase that poses no difficulty for students, leading to the expected outcome of all participants selecting the correct answer.
Question 4 checked the students‟ understanding of the three synonymous words: make, do, and work, which are all translated into Vietnamese as làm However, work is different from the other two in terms of syntactic behavior It is an intransitive verb, whereas make and do are transitive, so it is quite easy for the students to exclude it Writes is not synonymous with the three other words, but it may suggest a collocation with crossword Whatever we want to do with a crossword, it seems that we need to use a pen, and write refers to the use of pens as the tool of the action, so write the crossword may be a possibility
The distinction between "make" and "do" lies in their meanings and common collocations "Make" is often used in phrases like "make noise," "make a mistake," and "make an effort," while "do" is associated with actions such as "do housework," "do homework," and "do one's best." Essentially, "make" refers to creating something new from existing materials, whereas "do" signifies performing an activity This is why one says "does the crossword" instead of "makes the crossword." Consequently, it's not surprising that 83% of students performed well on this question.
The synonyms in question 5—absolutely, completely, and extremely—have only slight differences in meaning and are often defined in relation to each other in dictionaries Their primary distinction lies in their collocational ranges, with "extremely rich" being the correct collocation in this context Notably, 95% of test-takers successfully identified this, demonstrating a strong understanding of these adverbs.
The synonyms in question include real, factual, genuine, and true, with "genuine" being the most critical term Notably, 63% of students answered correctly, yet many confused "genuine" with "real." While students can differentiate between "factual" and "true," the subtle distinction between "genuine" and "real" often leads to confusion A componential analysis reveals that "genuine" is the most suitable choice, highlighting the nuanced differences between these synonyms.
Not imaginary Actual, not just appearing so
The debate surrounding the authenticity of a vase hinges on whether it is original or counterfeit A componential analysis reveals that both "genuine" and "real" convey the idea of authenticity, opposing the notion of being fake However, "real" is limited to attributive use, making it unsuitable for this context, which requires a predicative function In contrast, "genuine" can function both attributively and predicatively, making it the appropriate choice for this sentence This subtle distinction between "real" and "genuine" clarifies why many students mistakenly opted for "real" as their answer.
The results from questions 6 and 9 indicate that two groups of synonyms—containing/connecting/involving/inclusive and reached/achieved/completed/obtained—were ranked lower than previous questions The subtle differences in their meanings are primarily distinguished by collocations, such as "accident involving several vehicles" and "achieved his ambition." In questions 2 and 7, the number of correct answers declined when presented with options like elapsed/expired/ended/terminated and demonstration/display/showing/manifestation The first group caused confusion among students, suggesting a lack of understanding of each word's meaning and collocation While these terms are similar, "expire" specifically relates to items with a time limit, highlighting its appropriateness as the answer to question 2 Conversely, the selected options for question 7 focused on A, demonstrating a need for clearer comprehension among students.
B A few chose C, and no one chose D (maybe manifestation is a new word to them) In fact, all these four options imply the act of making something visible, but they are different in how or for what the act is performed Demonstration means „an instance of somebody showing and explaining how something works or is done‟, display and showing mean „the act of putting something in a place where people can see it easily‟, and manifestation denotes „an event, an action, an object, or a statement that shows something clearly‟ (in order to illustrate an abstract idea, for example) A semantic feature analysis of this group of synonyms may help distinguish them
Make visible Explain how something works
In sentence 7, the subject „I‟ cares about how the new typewriter works, so the best option, as shown in the above table, is certainly demonstration
In analyzing sentence 10, it is essential to differentiate between the terms stunning, shattering, staggering, and amazing The nuanced distinctions among these words can be challenging to discern, prompting the researcher to break down their semantic components in the accompanying table.
Unable to speak or react
Because hard to believe (size, amount, extent, etc.)
So as to cause confusion stunning + +/- + shattering + + staggering + + amazing + + +
The term "shattering" stands out from other words as it evokes a sense of unpleasant surprise linked to personal tragedy In the context of sentence 10, which discusses a woman's divorce—a scenario often viewed as a personal tragedy—"shattering" is the most appropriate choice.
In the first exercise, question 8 yielded surprising results, with 70% of test-takers choosing option C (directing), despite the correct answer being A (pointing) This highlights the confusion surrounding the terms pointing, showing, directing, and indicating, which are often interchangeable.
Vietnamese students often confuse the terms "point" and "direct," as "chỉ ra" can encompass both meanings However, students understand that to "show" or "indicate" something involves making it stand out rather than focusing solely on direction The dictionary defines "point" as indicating position or direction, while "direct" refers to aiming something in a specific direction.
Sentence 8 poses the context in which the direction to the beach is shown on a signpost The key to the question, therefore, must be pointing
Learners should avoid relying solely on translation to acquire new vocabulary; instead, they must understand words' definitions in the target language to grasp their true meanings For example, some verbs may have similar translations in a learner's first language, yet differ significantly in their execution Additionally, it is crucial to learn the denotative meanings of words, encompassing all their major senses, as synonyms often share partial similarities rather than complete equivalence Componential analysis reveals that while some words may share certain semantic markers, they often possess unique distinguishing features Without awareness of these nuances, students risk incorrectly assuming that certain words can be used interchangeably in contexts where they cannot.
To enhance student learning, teachers should encourage deep semantic processing, as suggested by Norbert Schmitt (1997) This approach fosters better retention by requiring students to manipulate words, connect them to their experiences, and justify their choices, thereby reinforcing word associations Additionally, students should be motivated to think aloud, articulate their reasoning behind word selections, and extend their learning beyond the classroom by reporting real-world encounters with new vocabulary.
Result of exercise 2
This exercise only focuses on collocation The results are as followed
Sentence Correct collocation Percentage of correct and sufficient answers
5 Full/top marks 10% Maximum marks
6 Revise/study for exam 3% Revise for exam
8 Do/write … essay 3% Write … essay
8 Gave/handed in … essay 3% Handed in … essay
In an analysis of ten sentences featuring thirteen collocations, only one collocation, "do the vocabulary test," was answered correctly by 42 students (70%) The collocation "earthquake struck" was correctly identified by 31 students (52%) Unfortunately, the remaining collocations exceeded the students' current knowledge.
Students often scored poorly not due to a lack of recognition of familiar collocations but because they provided insufficient answers For instance, while many recognized "revised for exam," they failed to identify "study for exam," another common collocation Similarly, "handed in the essay" was familiar, but "gave in the essay" was not Additionally, students incorrectly used collocations like "maximum marks," "examination stress," and "concentrations time," likely relying on translations rather than native English usage These incorrect phrases, such as "điểm cao nhất," "áp lực thi cử," and "thời gian tập trung," make sense in Vietnamese but do not translate well into English Furthermore, the word "full," often translated as "đầy," when paired with "marks" becomes "điểm đầy," which sounds odd and unacceptable in Vietnamese, explaining its absence in student selections.
The confusion surrounding synonym pairs such as "attempt/effort" and "enormous/massive," along with the group terms "banned/disallowed/disqualified," highlights the challenges language learners face Without prior exposure to these collocations, students may rely solely on intuition for their answers The core issue lies in the specificity of English lexical collocations, which are shaped by conventional usage unique to the language Each language interprets the physical world differently, and relying on native language intuition can lead to inaccuracies in forming correct collocations in English.
English lexical collocations are inherently arbitrary, making it challenging to analyze synonyms based on their collocational patterns A componential analysis was conducted to differentiate synonyms, but it often falls short in explaining the combinations of English words This article will focus on a semantic feature analysis of the synonyms "immediate" and "direct," which serve as an example in the discussion.
Nearest/shortest With nothing in between
Existing at the present time
Going straight to the point (frank)
The terms "immediate" and "direct" both describe proximity between people, objects, or events, but they have distinct meanings "Immediate" can indicate a close temporal relationship, referring to events occurring in quick succession, while "direct" often relates to the manner of expression In the context of a hurricane's aftermath, which inherently involves a temporal aspect as it describes the destruction that follows the event, "immediate" is the more appropriate term to use alongside "aftermath," highlighting the prompt consequences of the disaster.
Similarly, a componential analysis of enormous and massive may explain why earthquake should collocate with massive, not enormous
Concerning weight (heavy) and density (solid)
When considering an earthquake, we typically focus on the extent of the destruction, including the number of casualties, the damage to buildings, and the loss of property This often conjures images of dust and debris, leading us to associate the term "massive" with earthquakes.
Componential analysis can occasionally clarify word collocations, but it often proves ineffective For instance, "effort" and "attempt," as well as "maximum" and "full/top," share similar meanings and are often defined in relation to one another However, identifying the unique collocations that differentiate these terms is challenging, suggesting that native speakers' habitual usage plays a significant role Thus, our focus on English collocation centers on understanding what constitutes typical and natural expressions in the language, rather than merely what is grammatically acceptable.
Collocation poses significant challenges for English learners due to its inherent arbitrariness Students cannot rely solely on word meanings to form correct collocations, as incorrect combinations may be understood but sound unnatural to native speakers To address this issue, learners should regularly enrich their vocabulary by acquiring new words and deepening their understanding of known ones through extensive listening and reading Engaging in extensive reading is particularly effective for enhancing word knowledge and increasing exposure to frequently used and useful words.
Result of exercise 3
In this exercise focused on word connotation, students selected the more positive word from pairs of synonyms in ten sentences The test results indicate that students performed better in this exercise compared to three other assessments.
L1 equivaletns Percentage of incorrect answers
1 Slender Mảnh mai Thin Gầy 40%
2 Shyness E thẹn Standoffishness Xa cách, lạnh nhạt
3 Determined Kiên định Stubborn Ngoan cố, cứng đầu
Vẻ ngây thơ cuốn hút
Immaturity Sự thiếu chín chắn
Bảo thủ Opinionated Kiên quyết 10%
6 Up-to-date Tân tiến Newfangled Mới lạ 50%
7 Inquisitive Tò mò Curious Tò mò 35%
8 Propaganda Sự truyền bá Information Thông tin 70%
9 Forthright Thẳng thắn Irresponsible Vô trách nhiệm 30%
Cởi mở Of no principle Vô kỷ luật 17%
The positive outcomes of this exercise can be attributed to the accessibility of connotative meanings in dictionaries, which often include special nuances and derogatory definitions Vietnamese learners typically acquire word meanings through translation, and fortunately, many Vietnamese translations maintain the original connotations of the target words When there is a close equivalent in the learners' native language (L1), it facilitates their understanding of the connotations in the second language (L2) Conversely, if the L1 translation fails to capture the essence of the L2 word, learners may face significant challenges in grasping its meaning.
The analysis reveals that students found the synonym pairs in questions 3, 4, 5, 7, 9, and 10 relatively easy, with 67% of the 60 students answering correctly Notably, questions 3, 5, and 10 had a high number of correct responses, ranging from 52 to 54 This success can be attributed to the close similarities in implied meanings between the two languages However, the accuracy of answers declined when the nuances of meaning became less clear For instance, when an L2 word is translated into an L1 word with a neutral connotation, students struggle despite the L2 word having a distinct positive or negative connotation This challenge is evident in questions 1, 2, and 6, particularly with the term "newfangled," where the lexical gap complicates its translation into Vietnamese while preserving its derogatory meaning.
Vietnamese is mới lạ, which cannot convey the idea of „objectionably new‟, because mới lạ is neutral in Vietnamese
Question 8 had the lowest number of correct answers, primarily due to the ambiguity of the term "propaganda," which can carry both positive and negative connotations depending on the context While it is often associated with a derogatory meaning, this is not its inherent definition In Vietnamese, the term "tuyên truyền" is considered neutral, adding to the difficulty for students in understanding this question.
The following componential analysis will show the difference between propaganda and information:
The translation effectively conveys the original meaning in most cases, except for questions 6 and 8, which present challenges due to the neutral connotative meanings of L1 words Some incorrect answers can be attributed to unfamiliar vocabulary, yet it is surprising that students struggled with questions 9 and 10, as the words used were expected to be well-known This suggests that students may have overthought these questions, leading to unnecessary confusion and incorrect responses.
Students must exercise caution when using words that have neutral connotations in their first language, particularly in sensitive contexts While learning through translation is often criticized, it can effectively convey the connotative meanings of words Each learning method has its pros and cons, and translation can be beneficial when understanding word meanings, especially when no lexical gaps exist between languages However, learners should always verify the meaning of a word in the target language to ensure it accurately reflects their intended message.
Result of exercise 4
The exercise presents a significant challenge for students, as it requires them to identify words that are inconsistent with a predetermined formal context in each sentence Their main task is to recognize informal or colloquial terms that are inappropriate for academic writing and replace them with more suitable alternatives This exercise is divided into two parts, enhancing its effectiveness in teaching proper language use.
The exercise consisted of ten sentences, with the initial four requiring students to identify incorrect words independently In contrast, the final five sentences provided bolded clues for the inappropriate words, allowing students to simply replace them to correct the sentences.
The exercise yielded astonishing results, revealing that none of the students could provide correct answers to the first four sentences Despite the author's expectation that students were familiar with the context and had practiced writing in both formal and informal styles, the findings indicated otherwise Surprisingly, even though the informal language used in the sentences was quite popular, the students failed to recognize it.
Following is the specific result of this exercise:
1 a lot of x a great deal of
5 big great, large, considerable, remarkable, massive, dramatic, enormous, sharp considerable
6 things appliances, devices, equipment, products, machines, materials devices
7 stuff ingredients, materials, garbage, products, chemicals materials
8 find out seek, know, search for, realize, explain, figure out, point out, determine, carry out, etc ascertain
9 done again redone, made, spent, repeated, trained again repeated
In recent assessments, students who received hints demonstrated improved scores; however, this improvement did not stem from a deeper understanding of the material Instead, students often replaced inappropriate words with any synonym they could think of, rather than selecting synonyms that matched the required level of formality This led to coincidental correct answers, as some synonyms inadvertently aligned with the expected terms For instance, in sentences 8 and 9, while students had the option to use various synonyms, many of their choices did not fulfill the exercise's criteria They failed to recognize that two-word verbs are typically informal, resulting in substitutions like "point out" for "find out" and "trained again" for "done again."
Many substitutions made by students are inappropriate due to issues with denotation and collocation Phrases like "enormous reduction" or "sharp reduction" sound awkward in English, and terms such as "know" and "carry out" are not synonyms for "find out." Additionally, "done again" does not convey the same meaning as "made" or "spent." Some students also replace words with alternatives that sound odd, indicating a potential misunderstanding of their meanings For instance, using "considerate," "considering," or "considered" in place of "big" suggests a confusion between the verb "consider" and the adjective "considerable."
The results indicate that students lack awareness of the formality required in academic writing, often misusing informal words that should be avoided It is crucial to raise awareness about this issue, as students need to be informed about common colloquial expressions to ensure they do not incorporate them into their formal writing.
To help learners truly understand the meaning of words, teachers should present vocabulary in context According to Richards (1976), knowing a word involves understanding its frequency, collocation, appropriateness in various situations, syntactic behavior, underlying forms and derivations, word associations, and semantic features It is unlikely that L2 students can grasp even one meaning of a word in a single encounter; however, repeated exposure through diverse activities and contexts fosters a more accurate understanding Nation (1990) suggests that students require 5-16 encounters with a word to fully acquire it, highlighting the importance of instructors consciously reactivating vocabulary throughout the learning process.
Teaching vocabulary in context enhances students' understanding and retention of words The effectiveness of this approach increases with the authenticity and vividness of the context Visual stimuli, especially striking or unusual images, help students remember related concepts more easily and for longer periods Therefore, educators should connect target words to specific objects or create scenarios that illustrate their use For instance, to differentiate between "dramatic" or "colorful" and "flamboyant," a teacher can present images of a room decorated in two distinct styles, associating each word with its corresponding picture to highlight their different connotations.
Major findings
Basing on the results of the test, which were carefully analyzed in , the researcher has reached the following major findings
Firstly, first year students make a large number of errors in using synonyms Their errors are mostly using synonyms with inaccurate denotation, unsuitable connotation, wrong collocation, and inappropriate formality
The errors made by students stem from their lack of awareness that synonyms can differ in meaning and cannot always be used interchangeably When selecting a word from a group of synonyms, students often overlook essential factors such as denotation, connotation, collocational ranges, and the formality of the context This gap in fundamental vocabulary knowledge leads them to rely on intuition, familiar phrases, or translations into their native language, resulting in a reliance on luck for correct answers.
The study reveals that while students find the connotative meanings of synonyms relatively easy to grasp, they struggle significantly with the collocational ranges of words and the formality of context This difficulty may stem from the fact that connotative meanings are more readily available in dictionaries, and translations into their first language (L1) often preserve these nuances In contrast, learning collocational ranges and understanding the appropriate context—whether formal or informal—are less supported by dictionary resources, making them particularly challenging for language learners.
In conclusion, the researcher emphasizes that a solid understanding of semantics is crucial for effectively acquiring vocabulary Without a systematic theoretical foundation, knowledge of word meanings can become fragmented, leading to potential misunderstandings Therefore, learners must be equipped with fundamental and systematic knowledge of word meanings at specific stages of their education to produce natural and effective language.
1 Concluding remarks
Implications of the study results
This study highlights that mastering a word extends beyond understanding its meaning; it involves learning to use it accurately and effectively in context Selecting the most appropriate synonym for a given situation demonstrates that the learner has truly grasped the word's usage.
Some students may recognize the factors that distinguish synonyms, but awareness alone does not guarantee an easy or immediate solution to the problem This thesis aims to assist students in making accurate, effective, and appealing word choices The author hopes that all students, regardless of their current understanding of synonyms, will find valuable insights in this section of the thesis.
Building on the in-depth analysis of synonyms in Chapter 1 and the critical examination of learner errors in Chapter 2, several key lessons emerge to assist teachers and students in enhancing their understanding and use of synonyms effectively.
Firstly, the teacher needs to raise students‟ awareness of the factors distinguishing synonyms
Understanding the underlying reasons for errors in synonym usage is essential for effective problem-solving By highlighting these factors, students can become more aware and attentive when selecting synonyms, leading to improved language skills and greater accuracy in their writing.
To enhance vocabulary retention, teachers should emphasize teaching words in context, as this approach significantly aids students' understanding The effectiveness of this method increases when the context is vivid and authentic, making it easier for students to remember and relate to the words Engaging visual stimuli, such as striking images or videos, help solidify these connections in students' minds By integrating specific objects or creating relatable scenarios that incorporate the target vocabulary, educators can foster a more impactful learning experience With modern technology, including computers and projectors, teachers can easily present dynamic visuals that immerse learners in the context, further enhancing their comprehension and retention of new words.
Promoting deep semantic processing is an effective strategy for teaching word meanings, as suggested by Norbert Schmitt (1997) When students engage in manipulating words, connecting them to other terms and personal experiences, their understanding is enhanced through elaboration Encouraging students to articulate their thought processes, justify their word choices, and relate their learning to real-world encounters reinforces these word associations and deepens their overall comprehension.
Componential analysis is essential for understanding the deeper layers of word meaning, and teachers are encouraged to assist learners in developing semantic feature analysis skills According to Channell (1981), incorporating semantic feature analysis—analyzing the meaning components of words—into teaching practices is beneficial This approach has also been suggested for use in reviewing activities (Stieglitz, 1983).
Teachers should provide detailed feedback by using specific terminology such as "wrong collocation," "inappropriate connotation," or "formal/informal" in the margins, rather than simply noting "word choice." This approach enhances clarity and helps students understand their mistakes more effectively.
Learners must recognize the distinction between synonymous words, as their meanings only partially overlap and are context-dependent Understanding that synonyms can be interchangeable in certain situations, but not universally, is crucial for effective communication.
When communicating with a teacher, students should prioritize simplicity in their language The most effective communication often relies on the simplest words and the shortest statements If learners choose to use synonyms, they must be cautious, as each synonym carries its own connotation and meaning, which may differ from the original word.
Besides, learners certainly should enrich their vocabulary regularly by learning new words (or deepening the knowledge of already known words) in context through extensive listening and reading.
Suggestions for further research
The researcher acknowledges the limitations of the thesis, recognizing that these shortcomings may impact the reliability of the research findings She is committed to addressing and mitigating these weaknesses in her future studies.
We appreciate all feedback on this thesis and welcome recommendations for improving future research To enhance the depth and quality of this thesis, we suggest exploring the following areas for further investigation.
- A similar research but with more subjects and more systematic test-items
- A contrastive study on English synonyms and Vietnamese synonyms
A comprehensive study on word choice highlights that while selecting synonyms is a significant aspect, there are other crucial elements that also warrant investigation Understanding these facets can aid students in enhancing their word choice, ultimately contributing to the development of their overall writing skills.
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College of Foreign Languages, Department of Post-Graduate Studies
I Circle the best answer for the following sentences:
1 The vase is definitely not _, but just a very good imitation
2 My passport last month, so I will have to get a new one
4 She always the crossword in the paper before breakfast
5 All his companies had been successful and he was known to be _ rich
6 The main road through Salisbury was blocked for two hours today after an accident _ several vehicles
7 I would be most grateful if you give me a _ of this new typewriter
8 If you walk along this lane, you will see a signpost to the beach
9 By the age of twenty five, he had his ambition of becoming a pianist
10 Her divorce was a(n) _ experience for her and she still hasn’t fully recovered
II Cross out any of the words in italics that do not form common collocations with the words in bold:
1 The president visited the affected region in the direct/ immediate aftermath of the hurricane
2 A massive relief attempt/ effort is underway
3 The city was struck/ affected by an enormous/ massive earthquake shortly after midnight
4 We have to do/ make/ write a vocabulary test every Friday
5 He got full/ maximum/ top marks in the listening test
6 She’s busy reviewing/ revising/ studying for her exam
7 He suffers badly from exam nerves/stress/worries, which affects his concentration length/span/time
8 I realized it was a one-direction/ one-way/ single-way street, so I had to carry out/ do/ make a U-turn
9 She was banned/ disallowed/ disqualified from driving for a year
10 This car has a powerful/strong engine
III Underline the words which give positive feeling or favorable attitude in each pair of synonyms in the following sentences:
2 My inability to warm up to strangers is caused by shyness/standoffishness
3 He is stubborn/determined not to make the same mistake as before
4 Jane marries John because of his boyish charm/immaturity
5 Dave is opinionated/strong-minded
6 I always support your newfangled/up-to-date ideas
7 Catherine is often curious/inquisitive about other people’s personal affairs
8 They tried to change our minds by propaganda/information
9 When my candidate makes slashing changes against the opposition, he is irresponsible/forthright
10 When my candidate reverses his mind after election, it proves he is open-minded/a man of no principle
IV The following sentences appear in formal writing Identify the words or phrases that do not fit the context and replace them with more suitable ones In the last six sentences, the problematic words or phrases are in bold
1 With women especially, there is a lot of social pressure to conform to a certain physical shape.