nghiên cứu động từ get, luận văn tiếng anh động từ get nghiên cứu so sánh
INTRODUCTION
Rationale of the study
In the present era, English is widely recognized as the language associated with progress and technological advancements worldwide However, mastering the English language poses challenges not only for native speakers but also for foreign learners This difficulty arises due to the influence of their mother tongue on the learning process, including grammar, vocabulary, spelling, pronunciation, and more A significant factor contributing to this challenge is the existence of words with multiple meanings, some of which can be vastly different English verbs are categorized and grouped based on different methods and criteria This classification assists us in not just gathering but also effectively utilizing them Nevertheless, the fact that a single verb can possess multiple meanings leads to confusion among Vietnamese learners and English users
The verb "GET" is widely used in English and has multiple meanings and usages
It is a versatile and frequently employed verb, making it an intriguing subject for linguistic investigation By studying its usage in "To Kill a Mockingbird," the author can gain insights into its semantic and syntactic properties The author assumes that the semantic features of these verbs reveal more complicated and exciting issues to linguists Learning to interpret and express the idea with the verb get, and the confusion in the choice of words and their meaning is a difficult task for Vietnamese learners of English Awareness of the meanings of these verbs will help learners better understand their usage, find English-Vietnamese and Vietnamese-English translational equivalents, and avoid producing word-for- word translation in language transfer
Several studies have explored various types of verbs However, the verb "get" has not yet been the subject of research For these reasons, the author decided to conduct the research titled "A Study on the Verb "GET" in the Novel "To Kill a Mockingbird" by Harper Lee and its Equivalents in Vietnamese in terms of Semantics and Syntax" with the expectation that the findings of this study will help Vietnamese users and translators to achieve the exact usage and use it.
Aims of the study
The aims of the study are:
- To explore the syntactic and semantic features of the English verb "get" in Harper Lee's novel "To Kill a Mockingbird" and its Vietnamese translation equivalents
- To find out the similarities and differences between the syntactic and semantic features of the English verb "get" in Harper Lee's novel "To Kill a Mockingbird" and its Vietnamese translation equivalents
- To give suggestions in teaching, learning, and translating the verb ''get'' in English
Research questions
1 What are the syntactic and semantic features of the English verb "get" concerning the Vietnamese equivalent in the novel" To Kill a Mockingbird" by Harper Lee?
2 What are the similarities and differences between the English verb "get" in the novel" To Kill a Mockingbird" by Harper Lee and their Vietnamese translation versions?
3 What are the suggestions for teaching, learning, and translating the verb "get" in English?
Scope of the study
This study examines the syntactic and semantic characteristics of the English verb
"GET" in part 2 (from chapter 12 to chapter 26) of the novel "To Kill a Mockingbird" by Harper Lee Because of time constraints, the author will only focus on studying the verb "get" in part 2 of the work "To Kill A Mockingbird"
In part 2, there are more than 60 of the verbs "get” studied in this thesis The corresponding Vietnamese equivalents will be further explored by analyzing English and Vietnamese examples in various contexts The comprehensive analysis and understanding of the verb "GET" will significantly contribute to English language learning and teaching in Vietnam in terms of its syntactic and semantic features.
Methods of the study
This study centers on analyzing the verb "get" in Harper Lee's "To Kill a Mockingbird," employing extensive literature review Semantic and syntactic analysis was meticulously conducted to determine similarities and differences in "get" usage The outcomes contribute to enhanced understanding of the verb's complexities for effective teaching, learning, and translation.
Design of the study
Chapter I: Introduction: Indicates the rationale of the study, aims of the study, research questions of the study, scope of the study, methods of the study, and design of the study.
LITERATURE REVIEW
Previous studies
Linguistic research has extensively studied various verb types across English and Vietnamese Scholars like Dixon (1991) have defined verb classifications throughout history The verb "get" exhibits diverse semantics in English grammar, as noted by Kenneth Beare (2006) Palmer (1981) identified seven primary semantic categories for verbs, with many possessing multiple meanings.
In the Vietnamese linguistic landscape, the study of verbs has received considerable attention Nguyễn Kim Thản's (1977) seminal work laid the groundwork for verb categorization in the language Subsequent research has delved into the semantics and lexical aspects of verbs, with specific focus on particular verb groups Dang Thi Thuy Van's (2010) dissertation extensively examined the form and meaning of the English lexical verb "get" and its Vietnamese equivalents.
Nguyen Thi Khanh (2018) Syntactic and semantic features of the English verb "
TAKE" in the novel " The Old Man and the Sea" and " For Whom the Bell Tolls" by Ernest Hemingway concerning its Vietnamese equivalents, M.A Thesis, Hanoi
Two master's theses by Nguyen Thi Le Thuy (2013) and Le Bich Diep (2018) investigated the syntactic and semantic aspects of English "GET" phrasal verbs and their equivalents in Vietnamese These studies focused on identifying the syntactic and semantic characteristics of "GET" phrasal verbs and their Vietnamese counterparts, providing insights into the nuances of these linguistic expressions across different languages.
While the studies mentioned extensively discuss the syntactic and semantic characteristics of the verb "get" generally, the correlation between English and
Vietnamese remains unexplored, particularly in Harper Lee's novel "To Kill a Mockingbird." Furthermore, the implications for teaching and learning the verb
"get" from English to Vietnamese have not been implemented Consequently, this research investigates the verb "get" elucidating its syntactic and semantic attributes as depicted in Harper Lee's "To Kill a Mockingbird."
Overview of syntax and semantic
Chomsky, N, (1957) stated that syntax is the investigation into the rules and methodologies governing the construction of sentences within a specific language Syntax primarily focuses on the relationship between words and the arrangement of words within a language
Burton-Roberts (1998) described syntax as the examination of how the components of sentences are structured, arranged, and organized In essence, it involves understanding sentences' composition or the structural makeup
According to Carnie, A (2001), syntax is the study of how words and other language elements are arranged and combined to create meaning in the context of language Syntax focuses on determining the structure of sentences and understanding how these components interact to create linguistic meaning
As a result, syntax is the study of the rules and methods that govern the construction of sentences in a particular language It mainly focuses on the relationships between words and how words are arranged in a language Syntax, therefore, deals with the grammatical principles that regulate how phrases and sentences are composed As a result, syntactic specificity suggests that it is an essential tool in generating reasonable linguistic structures
Chomsky (1957) divided the functions of syntax into 3 types: phrases, clauses, and sentences Chomsky's categorization emphasizes the hierarchical organization of language Phrases constitute smaller units within a sentence, while clauses and sentences represent larger structures
Hornby (1995, p 86) stated that a phrase is a group of words that lacks a verb, especially within a sentence Therefore, a phrase is a cohesive structure consisting of multiple words that function together within a clause or sentence In English, there are five distinct types of phrases: noun phrases, adjective phrases, adverb phrases, verb phrases, and prepositional phrases
Noun Phrase: A group of words centered around a noun or pronoun, functioning as a subject, object, or complement in a sentence
Verb Phrase: A group of words centered around a verb, including auxiliary verbs, adverbs, or complements, expressing the action or state in a sentence
Adjective Phrase: A group of words centered around an adjective, modifying a noun or pronoun in a sentence
Adverb Phrase: A group of words centered around an adverb, modifying a verb, adjective, or another adverb in a sentence
Prepositional Phrase: A prepositional phrase is a construction formed by a preposition and its object that it modifies The object of the prepositional phrase can be a clause, a gerund, or a noun
In the context of grammar, a clause is a grammatical unit that conveys a complete thought or idea Consisting of both a subject and a verb, a clause may serve as a complete sentence or a part of a sentence This definition is supported by the Cambridge Dictionary and the Oxford Learner's Dictionary, which emphasize the presence of a subject and a finite verb as defining characteristics of a clause.
Noun clause: Altenberg and Vago (2010) defined a noun clause as a dependent clause that functions as a noun phrase within a main sentence
Adverbial clause: According to Altenberg and Vago (2010, p 218) stated that an adverbial clause is characterized as a subordinate clause that provides additional information about a verb, adjective, or another adverb
Adjectival clause: According to Altenberg and Vago (2010, p 221) an adjectival clause can be defined as a subordinate clause that offers specific details or information about a noun phrase in the main clause
According to Hornby (1995, p.171), a sentence is a compilation of words that conveys a statement, a question, or a command Typically, a sentence begins with a capital letter, includes a subject and a verb, and concludes with a period or other similar punctuation marks On the other hand, Bornstein (1977, p.245) argues that
"Most traditional grammars define a sentence as a group of words that expresses a complete thought and contains both a subject and a predicate."
When the writer analyzes a sentence based on its structure, the author are describing it in terms of how its components are organized Within this classification, there are four types of sentences
Simple sentence: These are sentences that consist of a single independent clause, which means they contain a subject and a predicate and express a complete thought Simple sentences are straightforward and concise
Complex sentence: A complex sentence is formed by incorporating one or more subordinate clauses (dependent clauses) into the main clause (independent clause) using conjunctions or relative pronouns A dependent clause cannot stand alone as a complete sentence, whereas an independent clause can
Compound sentence: These sentences consist of two or more independent clauses joined together by coordinating conjunctions (such as "and," "but," "or,"
"nor," "for," "yet," or "so") and a comma or a semicolon Each independent clause in a compound sentence could stand alone as a separate sentence
Compound-complex sentence: a type of sentence that contains at least two independent clauses and one or more dependent clauses
Semantics explores the understanding and analysis of meaning, encompassing the examination of words, symbols, and sentence structure As Lyons (1977) asserted, it studies the significance of linguistic structures and the concepts they convey, aiming to uncover the meaning intended by the author.
Fitch, W.T (2010) defined semantics as an aspect of language and communication concerned with the meaning of words, sentence structures, and linguistic units Others, as well as how they interact with each other, create comprehensive meaning This definition can focus on how meaning is conveyed and understood through language in the process of communication and conveying information Crystal, D (1992) defined semantics as the investigation of meaning within language Structural semantics applies the principles of structural linguistics to the examination of meaning, focusing on semantic relations, such as synonymy and antonymy In the context of generative grammar, the semantic component plays a significant role in the overall organization of grammar, assigning semantic representations to sentences and analyzing the semantic characteristics of lexical items The theory of semantic fields perceives vocabulary as organized into distinct domains, where words or lexical items interconnect and mutually define one another
In contrast, John, S (2016) characterized semantics as examining meaning conveyed through language He further explains that modern linguistics has revealed that language users possess distinct forms of linguistic knowledge, encompassing pronunciation, sentence construction, and understanding individual word and sentence meanings
Semantics is widely known as a field of study in linguistics and science that focuses on understanding and analyzing the meaning of language It involves studying how words, symbols, and sentence structures convey meaning and their meaningful interactions in different contexts
According to Leech, G (1985) divided the functions of semantics into 7 different types of meanings that carry different functions a Conceptual meaning
Leech (1985) argued that conceptual meaning is the central element of linguistic communication It plays a vital role in the functioning of a language, unlike other forms of meaning Leech considered it to be the most significant aspect of language because it shares the same organizational and structural principles as grammar and phonology Conceptual meaning is governed by two fundamental principles: contrastive and structure b Connotative meaning
Leech (1985, p.12) defined connotative meaning as the value that an expression holds beyond its strictly conceptual contents In contrast, Kreidler (1998, p.45) suggests that connotation refers to the personal aspect of meaning, encompassing the emotional associations evoked by a word c Affective meaning
Overview of English verbs
2.3.1 Definition of the English verbs
Verbs are central to sentences, wielding influence over meaning and structure Their intricate nature and abundance of literature warrant an exploration of their characteristics and behavior This analysis aims to shed light on verb features and usage patterns, recognizing the complexity of verbal attributes and the wealth of research dedicated to their study.
The opening short definition of a verb from the Oxford Advanced Learner's
Dictionary (2015), a verb is "a group or a group of words that expresses an action, an event, or a state"
According to Merriam-webster.com, "Verb is a word that characteristically is the grammatical center of a predicate and expresses an act, occurrence, or mode of being, that in various languages is inflected for agreement with the subject, for tense, for voice, for mood, or aspect, and that typically has full descriptive meaning and characterizing quality but is sometimes nearly devoid of these especially when used as an auxiliary or linking verb"
Cambridge dictionary.com states, "Verb is a word which occurs as part of the predicate of a sentence: carries markers of grammatical categories such as tense, aspect, person, number, and mood; and refers to an action or state"
Verbs are indispensable in language, constituting the core of predicates and conveying crucial information about subjects They express actions (e.g., running, speaking), events (e.g., sleeping, existing), and states (e.g., feeling) By capturing the essence of these aspects, verbs enable precise communication and understanding.
Based on R Quirk et al (1985), Classify verbs into complementation, meanings, and functions a Classification of Verbs according to their complementation
According to R Quirk et al (1985), verbs are classified into two types: intensive verbs and extensive verbs
Intensive verbs, also known as copular verbs, typically come after a noun, noun phrase, adjective, or prepositional phrase Their purpose is to describe the subject, emphasizing the subject alone Intensive verbs are found in the sentence structures
"subject + verb + complement" or "subject + verb + adjective." The words or phrases that follow an intensive verb act as the subject complement, applying to the subject rather than the verb Let us examine the following illustrations for further clarification:
Your dinner seems ready (SVC)
My office is in the next building (SVA)
An intensive verb does not require an object Its role is to establish the connection between the subject and the subject complement The verb is a "popular" or linking verb in sentences with a subject complement
There are two subcategories of intensive verbs:
Current intensive verbs: These include verbs such as "be," "appear," "look,"
"feel," "remain," "keep," and others In the sentence structure "subject + verb + complement (SVC)," these verbs describe the subject
For example: Her rug is too small for her living room (SVC)
Resulting intensive verbs: These include verbs like "become," "come," "get,"
"go," "grow," "turn," and more In the sentence structure "subject + verb + object (SVO)," these verbs indicate a change or transformation in the subject
For example: She grew tired of his complaints (SVO)
(E Warriner, J & Graham, L.S 1980: p.108) These subgroups of intensive verbs describe the subject and express the relationship between the subject and the complement or object in the sentence
Extensive verbs encompass the majority of other verbs that do not have a subject complement These verbs are employed to describe the actions or activities performed by the subject Unlike intensive verbs, extensive verbs broaden the scope of information beyond the subject The words or phrases that follow an extensive verb function as the object of the verb, applying to the verb itself rather than the subject
(Quirk, Randolph, 1985: p.55) Extensive verbs include three small types: monotransitive, complex transitive, and ditransitive
Ditransitive verbs require a subject and two objects, following the structure "S V
O O" These objects can be termed direct and indirect objects or primary and secondary objects, as illustrated in the examples below, based on specific linguistic principles
I must send my parents an anniversary card (SVOO)
In contrast, mono-transitive verbs take only one object and appear in the structure
That lecture bored me (SVO)
Complex transitive verbs require both a direct object and an additional object, known as the object complement or object adjective This grammatical structure is commonly expressed in the sentence constructions "subject + verb + direct object + object complement (SVOC)" or "subject + verb + direct object + object adjective (SVOA)." The object complement serves to attribute a specific quality or characteristic to the direct object, providing further information about its identity or nature.
Most students have found they are reasonably helpful (SVOC)
You can put the dish on the table (SVOA)
(Quirk, Randolph, 1985: p.721) Verbs play a role in a sentence by expressing actions or states Finite verbs specify these actions or states within a particular time frame Past, present or future While also matching the tense and subject of the sentence A sentence is considered complete when it contains a verb
Additionally, verbs establish the link between the subject and the object This relationship holds in commands, though the subject and object are implied For example, in the directive "Go!" both the subject (you) and the action (away) are implied based on context
Regarding their meanings, verbs can be classified based on whether they allow for the aspectual contrast between "progressive" and "non-progressive."
1 Dynamic Verbs: These verbs express actions or processes that can be observed as ongoing or changing over time They readily admit the progressive aspect Examples include "run," "eat," "write," "sing," and "study."
2 Stative Verbs: These verbs express states, conditions, or static or unchanging situations They do not readily admit the progressive aspect Examples include "know," "believe," "like," "own," and "seem."
It is common for most verbs to be dynamic, meaning they can be used in progressive and non-progressive forms However, some verbs are predominantly stative and do not typically appear in progressive forms While stative verbs usually do not allow the progressive aspect, there are exceptions where they can be used dynamically in specific contexts
According to V.D Quang (2006, p.16) argued that verbs can be classified based on the functions performed by the elements in the verb phrase:
Regular Verbs: These verbs follow a standard pattern for forming past tense and past participle forms by adding "-ed" to the base form They are predictable and consistent in their conjugation
Irregular Verbs: Unlike regular verbs, irregular verbs do not follow a consistent pattern for forming past tense and past participle forms They have various irregular forms
Lexical Verbs: These are the main verbs in a sentence that carry the primary meaning or action They encompass both regular and irregular verbs
Semi-auxiliary Verbs: These verbs partially function as auxiliary verbs and partially as main verbs
Auxiliary Verbs: These verbs express the mood or attitude of the speaker towards the action or state expressed by the main verb They include "will," "would,"
"shall," "should," "may," "might," "ought to," "must," "can," and "could." These verbs often indicate possibility, obligation, permission, or ability
Primary Auxiliaries: These verbs include "do," "have," and "be," which are used to form tenses, questions, negatives, and emphasis
Modal Auxiliaries: Modal verbs express modality, indicating necessity, possibility, permission, or ability.
Overview of Vietnamese verbs
Verbs in Vietnamese, as defined by Huu Quynh (1980), represent actions, behaviors, ideas, emotions, states, or state developments Unlike English verbs, Vietnamese verbs do not inflect for number, person, gender, mood, voice, or tense, demonstrating a fundamental distinction in grammatical structure between the two languages.
Furthermore, Nguyen Kim Than (1977) supposed that A verb is a type of word used to describe the action, state, change, process, or existence of a person, thing, or event in a sentence, and words such as đã, đang, vừa, mới, sẽ, etc indicate aspect and time These words indicate the execution or completion of an action within a specific time frame, and their usage falls within the realm of sentence structures
Similar to all languages, Vietnamese verbs can be classified in various ways, according to D.Q Ban and H.V Thung (1992, p.91) stated that Vietnamese verbs can be categorized into two main types: standalone verbs (động từ độc lập) and non-standalone verbs (động từ không độc lập) Under these main types, they can be further divided based on several factors The specific classifications and their corresponding factors are summarized in the following table:
Table 1 Classification of Vietnamese verbs
Classification of verbs Examples Meaning conveyed
Modal có thể, không thể,… ability định, toan, dám,… will mong, muốn, ước,… expect bị, được,… passive cho, xem, thấy,… estimation nên, cần, phải,… necessity
Relation là, làm,… parity còn, có mất, biến,… existence có possession hóa, hóa thành,… change bắt đầu, tiếp tục,… time process gần, xa,… spatial process giống, khác,… comparison
By adjunct viết, đánh, đi, … action yêu, ghét, thích,… state
By notional words followed ngồi, đứng, nằm, lăn,…
Action (notional words needn’t be required)
(-> intransitive verb) đánh,trồng,tặng, gửi,… action (notional words are usually required)
(-> monotransitive verbs or ditransitive verbs)
Source: Diep Quang Ban & Hoang Van Thung, Vietnamese Grammar, p100
Overview of the verb “get”
2.5.1 Syntactic features of the verb "get"
A, The verb "get" is both a direct and indirect object construction
- In the case of being a ditransitive verb, "get" allows for the inclusion of both a direct and indirect object Generally, the indirect object, which often refers to a person, is placed before the direct object
[1] You can get yourself the basic model for $100
Bạn có thể mua cho mình mẫu cơ bản với giá 100 USD oxfordlearnersdictionaries.com The pattern S + get + O + O can be contrasted by the Vietnamese structure in the table below:
Table 2 Summary of syntactic feature of the verb "get" and their Vietnamese equivalent
English S + get + Noun Phrase + Noun Phrase
Vietnamese S+ làm cho/ chuẩn bị/mua cho/ lấy cho + ai+ Noun Phrase
B, The verb "get" is used as adjectives constructions
-The verb "get" can express various meanings when used with adjectives, and sometimes it is omitted in Vietnamese
[2] I get the impression that he is bored with his job
Tôi bắt đầu có ấn tượng rằng anh ta dần cảm thấy chán nản với công việc oxfordlearnersdictionaries.com
The table below summarizes all the cases with type SVC in which the verb get is followed by complement and their Vietnamese equivalents:
Table 3 Summary of syntactic feature verb "get" and their Vietnamese equivalent
Trở nên/ hóa ra/ bắt đầu/bị/ được
C, The verb “get” is used as complement constructions
- The complement in this type allows an adjective or a non-finite clause, which disallows the genitive
Table 4 Summary of syntactic feature verb "get" and their Vietnamese equivalent
C = Participle S + Làm cho +O+ trở nên/bị+
Nhờ/sai/thuyết phục/làm cho… + ai + V( làm gì/bị…) For example:
[3] I often have to work at the weekend to get everything done
Tôi thường phải làm việc vào cuối tuần để làm cho xong mọi thứ oxfordlearnersdictionaries.com
D, The verb "get" is used as adverbial phrase constructions
Table 5 Summary of syntactic feature verb "get" and their Vietnamese equivalent
Vietnamese S + tới/ đến + Adverbial Phrase
[4] He didn’t realize that he had lost it till he got home
Anh ta đã không nhận ra rằng mình đã mất nó cho đến lúc về nhà oxfordlearnersdictionaries.com
- With an object, this structure usually means "make somebody/something more." For example:
[5] He got himself into trouble
Chàng tự đưa mình vào tròng oxfordlearnersdictionaries.com
- It is uncommon for "get" to stand alone as an intransitive verb in SV constructions
[6] Do not ask, you don't get it Đừng hỏi nữa, anh không hiểu đâu oxfordlearnersdictionaries.com
2.5.2 Semantic features of the verb "get"
The verb "get" holds significant importance in the English language Its multifaceted nature warrants a comprehensive exploration By meticulously gathering, amalgamating, and scrutinizing data from diverse sources, we have classified the verb into fundamental groups that encapsulate its comprehensive meaning.
• The semantic meaning of the verb "get"
(i)To receive or obtain something
The Oxford Advanced Learner's Dictionary (2015, p.494) states the word "get" denotes the act of receiving or obtaining something and achieving or being awarded a specific grade or degree classification in an examination Furthermore, according to Wiktionary, it is a verb that signifies an individual acquiring, receiving, earning, or being given something
[1] I got a call from Dave this morning
Tôi vừa nhận được cuội gọi từ Dave vào sáng nay oxfordlearnersdictionaries.com
This definition pertains to traveling to a location and returning with someone or something Presented below are a few illustrations:
[2] You can also get information on careers in social work from their website
Bạn cũng có thể lấy thông tin về nghề nghiệp trong công tác xã hội từ trang web của họ oxfordlearnersdictionaries.com
This situation resembles being afflicted by an illness or experiencing pain or distress
[3] I got food poisoning at that cheap little seafood restaurant
Tôi bị ngộ độc thực phẩm từ nhà hàng nhỏ rẻ tiền đó oxfordlearnersdictionaries.com
(iv)To understand/ remember something
This means expressing understanding or realizing something
[4] I didn't get what he said because the music was so loud
Tôi không hiểu những gì anh ấy nói vì âm nhạc quá to oxfordlearnersdictionaries.com
(v)To catch or take hold of somebody
To revenge on somebody, especially to harm or punish them
[5] He was on the run for a week before the police got him
Anh ta đã bỏ trốn được một tuần trước khi cảnh sát bắt được anh ta oxfordlearnersdictionaries.com
When employed in this context, "get" is frequently used in spoken language rather than written form
[6] To get a cheap ticket, you must book in advance
Muốn mua vé rẻ thì bạn phải đặt trước oxfordlearnersdictionaries.com
(vii)To use a form of transportation
In this case, the verb get has the meaning in the context of using the vehicle For example:
[7] I ran all the way to the station and just managed to get my train
Tôi chạy đến tận ga và mới bắt được chuyến tàu của mình oxfordlearnersdictionaries.com
(viii)To become/ start doing something
When describing a promotion status, or a change of status, or starting something
[8] He gets really upset if you mention his baldness
Anh ấy trở nên khó chịu khi bạn nhắc đến chứng hói đầu của anh ấy oxfordlearnersdictionaries.com
(ix) To have the opportunity
The verb "get" is occasionally employed to convey the idea of accomplishing something or having the possibility or opportunity to do something
[9] I never get to see her now that she works somewhere else
"Get" is a versatile verb with multiple meanings In this context, it implies obtaining or achieving something, specifically the opportunity to meet someone Here, the speaker expresses the regret that they will not have the chance to encounter a particular individual due to their differing work locations.
Table 6 Summary of the meaning of the verb "get"
- To catch or take hold of somebody
- To use a form of transportation
- To become/ start doing something
-Đạt được, giành được, kiếm được…
- Hiểu / ghi nhớ điều gì
- Trở thành, bắt đầu làm gì
- To have the opportunity - Có cơ hội, dịp
According to the Oxford Learner's Dictionaries website, there are many phrasal verbs "get" with many different meanings Because of limited research time, the author only gives a few common phrasal verbs that "get" most used
Tables 7 Summary of the phrasal verb of "get"
Get behind Lùi lại phía sau
Get on well Hòa hợp
Get rid of Loại bỏ
Get along with Hòa hợp
Get round Đi vòng quanh
The author mentions only a few commonly used idioms with "get" due to time constraints, as indicated on the Oxford Learner's Dictionaries website, although there are numerous idioms with varied meanings
Tables 8 Summary of idioms of the verb "get"
Be getting on Dần trở nên già đi
Get away from it all Có 1 kỳ nghỉ vui vẻ
Get somebody going Trở nên giận dữ, lo lắng
Get something going Bắt đầu một cái gì đó
Get over something Vượt qua một cái gì đó
Get somewhere/anywhere Giúp ai đó thành công
Get away with murder Trừng phạt, chỉ trích
THE STUDY
Methodology
Because this research mainly focused on words and texts with the main purpose of understanding the syntax and semantics of the verb "GET" in the work
"To Kill a Mockingbird" in English and Vietnamese, the author used qualitative methods in this research More specifically, it was the methods of analysis, comparison, and contrast First, the author read the novel "To Kill a Mockingbird" to understand the entire content, especially the sentences with the verb "GET," and then used data analysis to find out the semantic and syntactic characteristics of the verb "get" in both English and Vietnamese After that, the author used the comparison and contrast method to find similarities and differences between the English verb "get" in the novel "To Kill a Mockingbird" by Harper Lee and their Vietnamese translation versions
The study procedures are as follows:
To accurately translate the verb "GET" in Harper Lee's "To Kill a Mockingbird," the author thoroughly analyzed both the original English text and a Vietnamese corpus, extracting sentences and phrases that employed the term in various contexts This comparative study enabled the identification of corresponding Vietnamese equivalents for "GET," ensuring the translation's faithfulness to the source material.
- For semantic features, the author analyzed the semantic aspects of "GET" in the novel "To Kill a Mockingbird" to identify and categorize its various meanings and nuances In addition, linguistic resources, dictionaries, and semantic frameworks were consulted to support the analysis and ensure accuracy The different semantic features and connotations associated with "GET" in different contexts within the novel were noted
- For syntactic features, the writer evaluated the syntactic patterns and structures in which "GET" appeared in the English corpus The various roles of
"GET" as a main verb, auxiliary verb, or phrasal verb were identified, and its interactions with other elements in the sentence were examined Moreover, these patterns were compared with the corresponding structures in Vietnamese, determining the syntactic equivalents or construction strategies
- Based on these findings, the author compared similarities and differences in the syntax and semantics of the verb "GET" in English and Vietnamese in the novel "To Kill a Mockingbird" by author Harper Lee
- Finally, the author gave some suggestions for using and translating the English verb "GET".
Overview of the work "To Kill A Mockingbird"
Set in 1930s Maycomb, Alabama, "To Kill a Mockingbird" follows the adventures of young Scout Finch and her companions as they unravel the enigmatic life of their reclusive neighbor, Boo Radley Harper Lee's 1960 novel captures the essence of childhood innocence and the complexities of racial inequality in the American South.
Meanwhile, Scout and Jem's father, Atticus Finch, is a lawyer who is appointed to defend Tom Robinson, a black man accused of raping a white woman named Mayella Ewell As the trial progresses, Scout, Jem, and Dill observe the racial prejudices and injustice in their community Despite Atticus' efforts to prove Tom Robinson's innocence, the jury finds him guilty due to the deeply ingrained racism of the time In the aftermath of the trial, Bob Ewell, Mayella's father, becomes vengeful towards Atticus and his family One night, while Scout and Jem are walking home from a school event, Bob Ewell attacks them However, Boo Radley, who has been silently watching over the children, intervenes and saves them Boo Radley's actions reveal his true nature and break down the prejudices held by Scout and Jem "To Kill a Mockingbird" explores themes of racism, prejudice, courage, and the loss of innocence It portrays the struggles individuals face who challenge the social norms of a deeply divided society Ultimately, the novel emphasizes the importance of empathy and understanding in the face of injustice
For the Vietnamese translation, the author chose the translation by translators Huynh Kim Oanh and Pham Viem Phuong This is because Huynh Kim Oanh and Pham Viem Phuong's translation of Harper Lee's classic novel has received high praise from readers and critics Their translation has helped Vietnamese readers enjoy and gain a deeper understanding of the content and message of the original work In addition, these two translators have translated many different important literary works from English to Vietnamese Works include "1984" by George Orwell, "The Catcher in the Rye" by J.D Salinger, and Jane Austen's "Pride and Prejudice" These translations have helped Vietnamese readers access important literary works of the world With quality translations and impressive translation careers, Huynh Kim Oanh and Pham Viem Phuong have actively contributed for the development of Vietnamese translation Their professionalism and dedication have created quality translation works, expanding knowledge and inspiring Vietnamese readers.
Findings and Discussion
3.3.1 The syntactic and semantic features of the English verb "get" in Harper Lee's novel "To Kill a Mockingbird" and its Vietnamese translation equivalents
3.3.1.1 The syntactic features of the English verb "get" in Harper Lee's novel
"To Kill a Mockingbird" and its Vietnamese translation equivalents
A, Verb “get” in pattern SVO
In the SVO sentence structure, the verb "get" acts as a monotransitive verb, which means it requires a direct object The direct object can be a noun, noun phrase, pronoun, or a "that" clause, finite clause, or non-finite clause The conjunction "that" can sometimes be omitted, but in this case, the ponder verb does not have a "that" clause This verb pertains to either a "whether" or a "what" clause The direct object is a finite or non-finite clause that starts with an "element," which can be a pronoun such as "what," "how," or "whether."
Tôi có được tư thế ổn định đó
[2] He still gets his advertising and subscriptions
S V O Ông ấy vẫn tiếp tục nhận được quảng cáo và thu nhập từ các đặt hàng dài hạn
[3] I’ll get you in on the Ladies’ Law, so get out of my sight!
Tao sẽ đưa mày vào tù theo luật Qúy bà, vì vậy hãy biến khỏi tầm nhìn của tao!
In this sentence, the verb "get" is a monotransitive verb, requiring a direct object The direct object can take different forms, such as a noun, noun phrase, pronoun, or clause (finite or non-finite)
B, Verb “get’’ in pattern SVOO
[1] Atticus gets Jem and Scout a puppy
Atticus tặng Jem và Scout một chú chó con
(chapter 23, part 2, page253) Both English and Vietnamese sentences have the structure "SVOO" (Subject - Verb - Object - Object) in which the verbs "get" (English) and "tặng" (Vietnamese) require two direct objects "Jem and Scout" and "a puppy" to complete the meaning of the act of "giving"
C, Verb “get” in pattern SVC
In type SVC, get , syntactically, permits some adjectives and past participles with which it is used Semantically, it can be understood as to become/begin to have a particular quality or to enter/leave a particular state or condition
Some common adjectives as Complement
According to Betty Schhrampfer Azar (1996 ,p.326), some of the common adjectives that follow “get” are: angry anxious bald better big busy chilly cold dark dizzy empty fat full good heavy hot hungry late light mad old rich nervous sick sleepy tall thirsty warm well wet worse far
[1] Atticus smiled: "You are getting so big now.”
Bố Atticus nở nụ cười và nói: " Giờ con đang trưởng thành rồi."
[2] I was getting a bit tired of that
Tôi cảm thấy mệt mỏi với tình hình này
[3] " Well, you won't get very far.”
"Đúng, cháu sẽ không thể tiến xa được đâu."
[4] He must be getting old
Bố dường như đang có dấu hiệu của tuổi già rồi
[5] We didn’t get very far
Chúng tôi không đi xa được
In all these examples, "get" is used with adjectives (e.g., big, tired, old) or adverbial phrases (e.g., very far), showing a transition into a new state or condition This aligns with the understanding that syntactically, "get" permits adjectives and past participles, and semantically, it conveys the notion of becoming or entering a new state or condition
This passage summarizes various instances where the verb "get," when followed by adjectives, conveys different meanings, and sometimes, it is omitted in the Vietnamese translation
Dấu hiệu/ cảm thấy/ bắt đầu/bị/ được…
D, Verb “get” in pattern SVA
In this particular category, the presence of an adverbial phrase can be obligatory or optional However, in most instances, the verb "get" necessitates the obligatory use of an adverbial phrase, and semantically, it almost always implies some form of movement The manifestation of its occurrence can be observed as follows
[1] He doesn’t usually get back till late afternoon
Thường thì ông ấy trở về nhà muộn
[2] Miss Rachel caught Dill’s shoulder: “You get the backyard and stay there,"
Cô Rachel nắm vai Dill: “Tụi cháu đi ra sân sau và ở nguyên tại đó cho tới khi
[3] We’ve got to settle this tonight
Chúng ta cần xử lý vấn đề này trong buổi tối hôm nay
In these examples, the verb "get" or its variations ("get back," "get") require an adverbial phrase to complete the meaning of the sentence, emphasizing the necessity of specifying either time or place This supports the observation that
"get" often needs an adverbial phrase to convey a sense of movement or completion of the action In most instances, the adverbial phrase is obligatory to provide a full understanding of the context in which the action occurs
The difference can be illustrated in the table below:
Vietnamese S+ tới/ đến+ Adverbial Phrase
E, Verb “get” in pattern SVOA
[1] “She’s got enough sense to get the judge sorry for her.”
"Cô ấy có đủ thông minh để làm cho tòa án cảm thông với cô ấy.”
[2] You will get them tomorrow
Em sẽ lấy chúng vào ngày mai
[3] Bob Ewell’s got a kitchen knife in his craw
Bob Ewell bị tấn công bằng một con dao nhà bếp được đâm vào cơ thể của
[4] “I can’t get it on in the dark.”
"Em không thể mặc nó trong môi trường tối tăm như vậy."
In these examples, the verb "get" (or its variations) is used with both a direct object and an adverbial phrase The object is necessary to complete the action indicated by "get," while the adverbial phrase provides additional context such as purpose, time, location, or manner Thus, to form the SVOA structure with "get," it typically combines with a direct object to indicate what is being acted upon and an adverbial phrase to give more detail about the action's circumstances
F, Verb “get” in pattern SVOC
[1] “You can get the Janitor to let you in.”
"Em có thể xin chú bảo vệ giúp đỡ để được vào trong."
[2] Atticus said: “I’ll get another one from the living room.”
Bố Atticus nói: “Để tôi ra phòng khách lấy một cái nữa.”
Scout tìm cho chúng mình một đứa trẻ
The verb "get" and its variants require both a direct object, specifying the entity affected by the action, and a complement, providing further details about the action's outcome or intent This structure is essential for conveying the full meaning of the sentence, as demonstrated in the provided examples.
3.3.1.2 The semantic features of the English verb "get" in Harper Lee's novel
"To Kill a Mockingbird" and its Vietnamese translation equivalents
By gathering information from different sources, combining it, and analyzing it, the author classifies the main meanings of the word "get" into basic groups, which are explained below:
A, To receive or obtain something ( có được, đạt được, nhận được)
The author has found 6 sentences meaning “To receive or obtain something” in the work, specifically as follows:
[1] Deas said, “Nobody around here’s up to anything, it’s that Old Sarum bunch
I’m worried about can’t you get a what is it, Heck?”
Deas nói, "Không ai ở đây muốn làm bất kỳ việc gì không đúng đắn, tôi chỉ lo ngại về người ở Old Sarum Anh không thể có được điều đó - cái gì như vậy, Heck?"
[2] Do it, and you’ll often get an answer you don’t want, an answer that might wreck your case
Làm vậy, thường bạn sẽ nhận được một câu trả lời mà bạn không mong muốn
Có thể là một câu trả lời làm hỏng vụ kiện của bạn
[3] You tell him I’m proud to get it bet they don’t have chicken for breakfast at the
Bà nói với ông ta rằng tôi tự hào đã nhận được nó - Tôi chắc chắn ở Nhà Trắng còn không có gà để chuẩn bị cho bữa điểm tâm
[4] The one place where a man ought to get a square deal is in the courtroom, be he any color of the rainbow, but people have a way of carrying their resentments right into a jury box
Một chỗ nơi con người phải nhận được sự đối xử công bằng là trong tòa án, dù anh ta có màu da nào, nhưng con người ta có cách mang cả những oán hận của họ vào trong khu bồi thẩm đoàn
[5] It’s never entered that wool of hers that the only reason I keep her is because this depression’s on and she needs her dollar and a quarter every week she can get it
CONCLUSION
Summary of the study
The study aims to identify the syntactic and semantic features of the English verb
Delving into Harper Lee's "To Kill a Mockingbird," this article explores the multifaceted verb "get" and its Vietnamese counterpart The author aims to elucidate the divergent interpretations and structural intricacies of "get," highlighting its significance in both languages Through a comprehensive analysis, the article provides invaluable insights for educators and learners, proposing effective methodologies for teaching, acquiring, and translating this versatile verb.
The verb "get" boasts syntactic versatility, serving as both a transitive verb requiring a direct object and an intransitive verb standing alone Notably, it can present itself as either an independent verb or as a component of a verbal phrase.
Regarding its semantic features, the verb "get" encompasses a spectrum of meanings, including receiving or obtaining something, fetching an item, contracting an illness, utilizing transportation, purchasing goods, and having an opportunity Phrasal verbs containing "get" manifest both non-idiomatic and idiomatic meanings, as well as metaphorical interpretations
The multifaceted nature of vocabulary demands an understanding of how words acquire diverse meanings based on context Educators must provide students with unambiguous definitions of verbs within specific contexts, accompanied by Vietnamese references for clarity By conducting linguistic studies, this research effectively illuminates the complexities of meaning and supports the implementation of effective language teaching practices.
Moreover, the outcomes of this research illuminate the similarities and disparities in the usage of the verb "get" between English and Vietnamese, as exemplified by instances extracted from "To Kill A Mockingbird" and its translated version This study contributes to a deeper understanding of the nuances of academic spoken English, particularly in terms of verb usage
This analysis examines the structural and usage variations of the verb "get" across English and Vietnamese By utilizing linguistic theories and insights from both languages, the study identifies clear patterns and examples that illuminate the similarities and differences in its employment These findings provide valuable recommendations for effectively teaching, learning, and translating the verb "get" in Vietnamese language contexts.
Limitations of the study
It is clear that due to time constraints and a lack of comprehensive reference materials, this research paper is unable to fully investigate all of the structures and meanings of the English verb "get" in the novel "To Kill A Mockingbird" by Harper Lee, both in English and Vietnamese The scope of the study is limited, and it is important to acknowledge that there may be gaps and shortcomings in the analysis
Due to limited time and resources, this research faced constraints in thoroughly exploring verb syntax and semantics While extensive analysis involving diverse verb forms, collocations, idioms, and nuanced contextual meanings is ideal, access to comprehensive reference materials was limited As a result, an exhaustive examination of all these aspects proved challenging.
Secondly, the writer's knowledge and expertise on the topic also impose limitations on the research The study of a verb as multifaceted as "get" requires a deep understanding of its usage patterns and semantic nuances However, the writer acknowledges limited knowledge of the subject, which may have influenced the analysis and resulted in potential inaccuracies or oversights
Furthermore, the writer also acknowledges some limitations in their writing skills, which may have impacted the clarity and coherence of the analysis Effective academic writing requires a combination of analytical skills, linguistic proficiency, and the ability to convey complex ideas concisely While efforts were made to present the findings coherently, the writer acknowledges that there may still be areas that need improvement
It is important to emphasize that this research paper does not claim to be an exhaustive study of the verb "get" in English and Vietnamese Instead, it should be viewed as a preliminary exploration or a starting point for further research and investigation into this topic The aim is to provide valuable insights and contribute to the understanding of the verb "get" in the context of "To Kill A Mockingbird" and its translation in Vietnamese
Despite these limitations, the writer hopes that this research paper can still offer some valuable insights and serve as a foundation for future studies By highlighting the challenges faced during the research process and acknowledging the potential mistakes and shortcomings, it is hoped that this paper encourages further research and exploration into the intricate nature of the verb "get" in both English and Vietnamese contexts.
Suggestions for further research
To some degree, certain topics have not been exhaustively explored Consequently, several suggestions for future research are proposed:
(i) An examination of "get" and its synonymous expressions
(ii) An analysis of collocations featuring "get" as a central element
(iii) An investigation into usage issues associated with "get" and potential remedies
1 Altenberg, E P., & Vago, R M (2010) English grammar: Understanding the basics Cambridge University Press
2 Bloomfield, L (1994) Language Motilal Banarsidass Publ
3 Bornstein, D D (1977) An introduction to transformational grammar
4 Burton-Roberts, N (1998) Analyzing sentences: An introduction to English syntax Longman
5 Bullokar, W (1785) Brief grammar for English Longman
6 Carnie, A (2001) Syntax: A generative introduction - Third edition Wiley Blackwell
8 Cruse, D A (2006) A glossary of semantics and pragmatics Edinburgh University Press
9 Fitch, W T (2010) The evolution of language Cambridge University Press
10 Geeraerts, D (2010) Theories of lexical semantics Oxford University
11 Hornby, A S (1995) Oxford advanced learner’s dictionary Oxford
12 Kreidler, C W (1998) Introducing English semantics Routledge
13 Leech, G (1985) Semantics: The study of meaning; Second edition - revised and updated Penguin Books
14 Lyons, J (1981) Language and linguistics Cambridge University Press
15 Palmer, F R (1965) The English verb Longman Group Limited
16 Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J (1973) A university grammar of English Longman
17 Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J (1972) A grammar of contemporary English Longman
18 Taylor, J R (2003) Linguistic categorization: Prototypes in linguistic theory Oxford University Press
1 Dang, T T V (2010) Form and meaning of the lexical verb "get" and
Vietnamese equivalent Đại học Quốc gia Hà Nội
2 Diệp, Q B (1996) Ngữ pháp Tiếng Việt, Tập 2 NXB Giáo Dục
3 Diệp, Q B., & Hoàng, V T (1992) Ngữ pháp Tiếng Việt, Tập 1 NXB Giáo Dục
4 Nguyễn, H Q (1980) Ngữ pháp Tiếng Việt NXB Khoa học xã hội
5 Nguyễn, K T (1977) Động từ trong tiếng Việt NXB Khoa học xã hội
6 Huỳnh, K O., & Phạm, V P (2023) Giết con chim nhại NXB Hội nhà văn
7 Le, B D (2018) Syntactic and semantic features of the English verb
"GET" concerning their Vietnamese equivalents in the novel "Vanity Fair" by W.M Thackeray Đại học Quốc gia Hà Nội
8 Nguyen, T K (2018) Syntactic and semantic features of the English verb
"TAKE" in the novel "The Old Man and the Sea" and "For Whom the Bell Tolls" by Ernest Hemingway concerning its Vietnamese equivalents Đại học Quốc gia Hà Nội
9 Nguyen, T L T (2013) "GET" phrasal verbs in terms of syntactic and semantic features concerning Vietnamese equivalents Đại học Quốc gia
< https://www.goodreads.com/book/show/2657.To_Kill_a_Mockingbird/ >
1 I g e t a firm stance Tôi có được được tư thế ổn định đó rồi
2 He still gets his advertising and subscriptions Ông ấy vẫn tiếp tục nhận được quảng cáo và thu nhập từ các đặt hàng dài hạn
3 I’ll get you in on the Ladies’ Law, so get outa my sight!
Tao sẽ đưa mày vào tù theo luật
Qúy bà, vì vậy hãy biến khỏi tầm nhìn của tao!
4 Atticus gets Jem and Scout a puppy
Atticus tặng Jem và Scout một chú chó con
5 Atticus smiled: "You are getting so big now.”
Bố Atticus nở nụ cười và nói: " Giờ con đang trưởng thành rồi."
6 I was getting a bit tired of that Tôi cảm thấy mệt mỏi với tình hình này
7 " Well, you won't get very far.” "Đúng, cháu sẽ không thể tiến xa được đâu."
8 He must be getting old Bố dường như đang có dấu hiệu của tuổi già rồi
9 We didn’t get very far Chúng tôi không đi xa được
10 He doesn’t usually get back till late afternoon
Thường thì ông ấy trở về nhà muộn
11 Miss Rachel caught Dill’s shoulder: “You get the backyard and stay there,"
Cô Rachel nắm vai Dill: “ Tụi cháu ra sân sau và ở nguyên tại đó cho tới khi xong chuyện,”
12 We’ve got to settle this tonight Chúng ta cần xử lý vấn đề này trong buổi tối hôm nay
13 “She’s got enough sense to get the judge sorry for her.”
"Cô ấy có đủ thông minh để làm cho tòa án cảm thông với cô ấy.”
14 You will get them tomorrow Em sẽ lấy chúng vào ngày mai
15 Bob Ewell’s got a kitchen knife in his craw
Bob Ewell bị tấn công bằng một con dao nhà bếp được đâm vào cơ thể của ông ta
16 “I can’t get it on in the dark.” "Em không thể mặc nó trong môi trường tối tăm như vậy."
17 “You can get the Janitor to let you in.”
"Em có thể xin chú bảo vệ giúp đỡ để được vào trong."
18 Atticus said: “I’ll get another one from the living room.”
Bố Atticus nói: “Để tôi ra phòng khách lấy một cái nữa.”
19 Scout gets us a baby Scout tìm cho chúng mình một đứa trẻ
20 Deas said, “Nobody around here’s up to anything, it’s that Old Sarum bunch I’m worried about can’t you get a—what is it, Heck?”
Deas nói, "Không ai ở đây muốn làm bất kỳ việc gì không đúng đắn, tôi chỉ lo ngại về người ở Old Sarum Anh không thể có được điều đó - cái gì như vậy, Heck?"
21 Do it, and you’ll often get an answer you don’t want, an answer that might wreck your case
Làm vậy, thường bạn sẽ nhận được một câu trả lời mà bạn không mong muốn Có thể là một câu trả lời làm hỏng vụ kiện của bạn
22 You tell him I’m proud to get it— bet they don’t have chicken for breakfast at the White House
Bà nói với ông ta rằng tôi tự hào đã nhận được nó - Tôi chắc chắn ở Nhà Trắng còn không có gà để chuẩn bị cho bữa điểm tâm
23 The one place where a man ought to get a square deal is in the courtroom, be he any color of the rainbow, but people have a way of carrying their resentments right into a jury box
Một chỗ nơi con người phải nhận được sự đối xử công bằng là trong tòa án, dù anh ta có màu da nào, nhưng con người ta có cách mang cả những oán hận của họ vào trong khu bồi thẩm đoàn
The narrator's indifferent treatment of the woman is driven solely by practical considerations amidst the economic hardship of the depression Despite her depression, the woman relies on the narrator for financial support, and the narrator provides it out of necessity rather than genuine care.
Cô ta không nhận ra rằng lý do duy nhất tôi giữ cô ta là do tình hình suy thoái đang diễn ra và cô ta cần những tiền mỗi tuần mà cô ta nhận được là một trăm năm mươi xu
25 Mr Underwood could holler till he sweated and write whatever he wanted to, he’d still get his advertising and subscriptions Ông Underwood có thể la hét cho đến khi mồ hôi nhễ nhại và viết bất cứ điều gì ông ước muốn, ông vẫn nhận được sự quan tâm và tiền từ quảng cáo và đặt hàng dài hạn
26 Reverend Sykes hesitated “To tell you the truth, Miss Jean Louise,
Helen’s finding it hard to get work these days when it’s picking time, I think Mr Link Deas’ll take her.”
Mục sư Sykes do dự nói: "Thành thật mà nói với cô, cô Jean Louise, hiện tại Helen khó tìm được công việc Khi đến mùa gặt, tôi nghĩ ông Link Deas sẽ chấp nhận cô ấy."
27 “Oh, Mrs Perkins,” she said,
“you need some more coffee Let me get it ”
"Bà Perkins ơi," bác nói, "bà cần thêm cà phê à? Để tôi lấy thêm cho bà."
28 The first thing you can do, Ewell, is get your stinkin‘ carcass off my property
Nhiệm vụ đầu tiên mà mày có thể thực hiện, Ewell, là di chuyển cái xác thối của mày ra khỏi đất của tao
29 I went in the house to get him the nickel and I turned around a 'fore I knew it he was on me
Sau khi vào nhà để lấy một đồng năm xu cho hắn, khi tôi quay lại, tôi chưa kịp nhận ra điều gì đang xảy ra, hắn đã đè lên tôi
30 He jerked his head at Dill: “Things haven’t caught up with that one’s instinct yet Let him get a little older and he won’t get sick and cry.” Ông ta đẩy đầu vào Dill và nói:
"Mọi thứ chưa đồng bộ với bản năng của cậu này Hãy để cậu ta lớn lên một chút nữa, sau đó cậu ta sẽ không phát bệnh và khóc lên."
31 He held me close “Scout,” he said softly, “don’t let Jem get you down.” Ông ôm tôi chặt và nói nhẹ nhàng:
"Scout, đừng để Jem làm mất tinh thần của con."
32 I was getting a bit tired of that, but felt Jem had his reasons for doing as he did
Tôi cảm thấy hơi mệt vì tình hình này, nhưng tôi hiểu rằng Jem có lý do của mình để phản ứng như anh ấy đã làm
33 Of course… even Boo Radley got sick sometimes
Tất nhiên theo tôi, có thể Boo Radley cũng đôi khi gặp vấn đề sức khỏe
34 "Come on round here, son, I got something that’ll settle your stomach.”
"Hãy đi vòng qua đây, con trai, ta có một thứ để làm cho dạ dày của cháu ổn định."
35 He’s got a bump on the head just like yours, and a broken arm
Cậu ấy bị một khối u trên đầu tương tự như khối u của cháu, và cậu ấy cũng gãy một cánh tay
36 I consulted Atticus: “Reckon he’s got a tapeworm?”
Tôi hỏi ý kiến bố Atticus, “ Liệu anh ấy có bị nhiễm sán sơ mít không? ”
37 At the witness’s affirmative nod, he continued, "Well, let's get something straight There will be no more audibly obscene speculations on any subject from anybody in this courtroom as long as I’m sitting here Do you understand?”
Sau khi nhận được sự gật đầu xác nhận từ nhân chứng, ông tiếp tục:
Tòa này đã quá mệt mỏi với những suy đoán vô căn cứ về bất kỳ vấn đề nào từ bất kỳ ai Chúng ta sẽ không nghe thêm những suy đoán vô căn cứ nào nữa từ bất kỳ ai trong tòa án này trong khi tôi còn ngồi ở đây Ông hiểu không?
38 She seemed to be trying to get something clear to herself
Có dấu hiệu cho thấy cô ấy đang cố gắng hiểu rõ một điều gì đó
39 Jem said it looked like they could save the collection money for a year and get some hymn books
Jem đề cập rằng họ có thể tiết kiệm tiền quyên góp trong một năm để mua sách thánh ca
40 “They were after you, weren’t they?” Jem went to him “They wanted to get you, didn’t they?”
"Chúng đang bày mưu rầy rà bố, phải không?" Jem tiến lại gần ông
"Chúng muốn bắt bố, đúng không?"
41 This morning Mr Bob Ewell stopped Atticus on the post office corner, spat in his face, and told
Sáng nay ông Bob Ewell đã chặn bố Atticus ngay góc bưu điện và nhổ nước bọt vào măt ông, và nói với bố Atticus rằng ông ta sẽ trả him he’d get him if it took the rest of his life thù bố kể cả dù có mất hết phần đời còn lại của ông ta
42 “When a man says he’s gonna get you, looks like he means it.”
"Khi ai đó nói rằng họ sẽ trả thù bố, dường như ý đó thật sự tồn tại trong họ,"
43 “Miss Mayella,” he said, smiling,
“I won’t try to scare you for a while, not yet Let’s just get acquainted.”
"Cô Mayella," ông cười mỉm nói,
"Tôi không muốn làm cô sợ Chúng ta hãy bắt đầu quen nhau nhé."
44 The judge leaned back “Atticus, let’s get on with these proceedings, and let the record show that the witness has not been sassed, her views to the contrary.”
Quan tòa đặt người vào ghế và nói:
"Atticus, hãy tiếp tục với vụ kiện này và đảm bảo rằng biên bản ghi lại rằng nhân chứng không bị xúc phạm, ngược lại với quan điểm của cô ấy."
45 For a big man, Atticus could get up and down from a chair faster than anyone I ever knew
Mặc dù là người có thân hình lớn, nhưng bố Atticus có khả năng đứng lên và ngồi xuống ghế nhanh hơn bất kỳ ai tôi từng quen biết
46 “And don’t try to get around it
You’ve got to face it sooner or later and it might as well be tonight.”
"Và không cần phải trốn tránh nó Sớm muộn gì, bạn sẽ phải đối mặt với nó, và tốt nhất là làm điều đó vào tối nay."
47 She has done this to get rid of her guilt
"Cô ta đã nỗ lực hết sức để che đậy lỗi lầm của mình."
48 “I mean, is he good to you, is he easy to get along with?”
"Ý tôi là, liệu ông ta đã đối xử tốt với cô không, liệu ông ta đã thân thiện với cô không?"
49 If Mr Finch doesn't wear you out,
I will – get in that house, sir!
"Nếu ông Finch không gây ra cho cô cảm giác mệt mỏi, thì tôi sẽ làm vào trong nhà đi, thưa cậu!"
50 He would come get me and marry me as soon as he got enough money together
Anh ấy sẽ đến và cưới tôi ngay sau khi có đủ tiền
51 I finally found my voice “How’d you get here?”
Cuối cùng tôi đã tìm thấy giọng nói của mình “Sao cậu tới được đây?”
52 Another man said Get aside from the door, Mr Finch.”
Người đàn ông khác nói: “Tránh khỏi cái cửa đó ra.”
53 This was the second time I heard
Atticus ask that question in two days, and it meant somebody’s man would get jumped Đây là lần thứ hai tôi nghe bố Atticus hỏi câu hỏi đó trong hai ngày, và điều đó có nghĩa là người của ai đó sẽ bị giật dây
54 "Well, I run around the house to get in, but he runs out the front door just ahead of me."
“Chà, tôi chạy vòng quanh nhà để vào trong, nhưng anh ấy chạy ra cửa trước ngay trước tôi.”
55 The judge leaned back “Atticus, let’s get on with these proceedings, and let the record show that the witness has not been sassed, her views to the contrary.”