A study on features of intensive relational process in english and their vietnamese equivalents

MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY ĐỖ THỊ THANH THỦY A STUDY ON FEATURES OF INTENSIVE RELATIONAL PROCESS IN ENGLISH AND THEIR VIETNAMESE EQUIVALENTS (NGHIÊN CỨU CÁC ĐẶC ĐIỂM CỦA QUÁ TRÌNH QUAN HỆ THÂM NHẬP TRONG TIẾNG ANH VÀ NHỮNG TƯƠNG ĐƯƠNG TRONG TIẾNG VIỆT) M.A THESIS Field: English Language Code: 60220201 Supervisor: Assoc Prof Dr Hoàng Tuyết Minh Hanoi, 2015 CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled A study on features of intensive relational process in English and their Vietnamese equivalents submitted in partial fulfillment of the requirements for the degree of Master in English Language Except where the reference is indicated, no other person's work has been used without due acknowledgement in the text of the thesis Hanoi, 2015 Đỗ Thị Thanh Thủy Approved by SUPERVISOR Assoc Prof Dr Hoàng Tuyết Minh Date: i ACKNOWLEDGEMENTS Firstly, I would like to acknowledge and express my deep gratitude and sincere appreciation to my supervisor, Assoc.Prof Dr Hoang Tuyet Minh, for her scholarship, patient guidance, encouragement, insightful comments and kind support through the stages of my study, and whose stimulating ideas, expertise, suggestions have inspired me greatly through my growth as an academic researcher Secondly, I wish to thank my teachers of faculty of postgraduate studies for their kind assistance during the time this work was in progress Thirdly, a special word of thanks goes to all my colleagues and friends, without whose support and encouragement it would never have been possible for me to have this thesis accomplished Finally, I am deeply indebted to all the support and encouragement that my family has so lovingly offered me to fulfill this academic work ii ABSTRACT This study is intended to investigate the features of intensive relational process in English and their Vietnamese equivalents Based on terms of functional grammar, the features of this process in English are characterized After analysis on these features, their comparison between English and Vietnamese are discussed in the study Based on the syntactic semantic structures, the similarities and differences on attributive and identifying intensive relational process between English and Vietnamese are found From the result of this study, the implication in teaching and learning English are suggested The descriptive and comparative method was chosen to carry out the study Nearly 200 examples in English and Vietnamese are used in the study to illustrate and analyze the features of intensive relational process, then make comparison between two languages The data are collected from the books, stories, novels and dictionaries and analyzed by combination of descriptive and comparative methods to clarify the issue of the study Besides, understanding of this field helps peoples in the process of teaching and learning English The study including comparison between English and Vietnamese contributes to improving English usage for learners Based on the findings of the study, some discussion and implications are made along with suggestions for further studies iii LIST OF ABBREVIATIONS A: Adverbial AIRP: Attributive intensive relational process Cs: Subject complement EFL: English as a foreign language FG: Functional grammar IIRP: Identifying intensive relational process S: Subject V: Verb iv LIST OF TABLES 2.1 Three subtypes of relational process in English 16 2.2 Syntactic - semantic structure of attributive intensive relational process (AIRP) in English 21 2.3 Participants of AIRP in English 23 2.4 Relational process of intensive identification with Value as Subject in English 23 2.5 Relational process of intensive identification with Token as Subject in English 24 2.6 Participants of identifying intensive relational process (IIRP) in English 24 4.1 Example of syntactic - semantic structure of AIRP in English 40 4.2 Role of participants of AIRP in English 49 4.3 Example of Core verb of IIRP in English 53 4.4 Example of Identified - Identifier structure of IIRP in English 57 4.5 Example of Identifier - Identified structure of IIRP in English 58 4.6 Operative and receptive structure of IIRP in English 58 4.7 Example of syntactic - semantic structure with three 62 components of AIRP in Vietnamese 4.8 Example of syntactic - semantic structure with two 63 components of AIRP in Vietnamese 4.9 Example of syntactic - semantic structure of neutral AIRP in Vietnamese 66 4.10 Example of Adjective as Predicator of neutral AIRP in 66 Vietnamese 4.11 Example of Noun as Predicator of neutral AIRP in Vietnamese 66 4.12 Syntactic - semantic structure of resulting attribute phased process in Vietnamese 69 4.13 Example of syntactic - semantic structure with complement of 74 IIRP in Vietnamese 4.14 Example of syntactic - semantic structure without complement of IIRP in Vietnamese 74 v 4.15 Syntactic - semantic structure of current participant phased IIRP in Vietnamese 76 4.16 Syntactic - semantic structure of resulting participant phased IIRP in Vietnamese 77 4.17 Example of Participant realized by superlative adjective as Complement of IIRP in Vietnamese 78 4.18 Example of Participant realized by definite noun as Complement of IIRP in Vietnamese 79 vi TABLE OF CONTENTS Certificate of originality Acknowledgements Abstract List of abbreviations List of tables Chapter 1: INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Objectives of the study 1.4 Scope of the study 1.5 Significance of the study 1.6 Design of the study Chapter 2: LITERATURE REVIEW 2.1 Review of previous studies 2.2 Review of theoretical background 2.2.1 Theoretical framework 2.2.2 Theoretical background 2.2.2.1 What is process? 2.2.2.2 The relational process 2.2.2.3 The intensive relational process a Relational process of intensive attribution b Relational process of intensive identification 2.3 Summary Chapter 3: METHODOLOGY 3.1 Research-governing orientations 3.1.1 Research questions 3.1.2 Research setting 3.1.3 Research approach 3.1.4 Principles for intended data collection and data analysis 3.2 Research methods 3.2.1 Major methods vs supporting methods 3.2.2 Data collection techniques 3.2.3 Data analysis techniques 3.3 Summary Chapter 4: FINDINGS AND DISCUSSION 4.1 The features of intensive relational process in English 4.1.1 Attributive intensive relational process in English i ii iii iv v 1 3 5 7 10 10 15 21 21 23 25 26 26 26 26 27 27 28 28 29 30 31 32 32 38 vii 4.1.1.1 Expression of process 4.1.1.2 Realization of process 4.1.1.3 The core verb of attributive intensive relational process a Neutral process b Phased process 4.1.1.4 The participants in attributive intensive relational process 4.1.2 Identifying intensive relational process in English 4.1.2.1 Expression of process 4.1.2.2 Realization of process 4.1.2.3 The core verb of identifying intensive relational process a Neutral process b Phased process 4.1.2.4 The participants in identifying intensive relational process 4.2 Similarities and differences on intensive relational process in terms of syntactics and semantics between English and Vietnamese 4.2.1 Attributive intensive relational process in English and their Vietnamese equivalents 4.2.1.1 The features of process 4.2.1.2 The core of process 4.2.1.3 The participants of process 4.2.2 Identifying intensive relational process in English and their Vietnamese equivalents 4.2.2.1 The features of process 4.2.2.2 The core of process 4.2.2.3 The participants of process 4.3 Implication for teaching and learning intensive relational process in English 4.4 Summary Chapter 5: CONCLUSION 38 39 41 43 44 48 51 51 51 53 53 54 56 5.1 Recapitulation 5.2 Concluding remarks 5.3 Limitations of the study 5.4 Suggestions for further studies REFERENCES 83 85 85 86 87 59 62 62 64 69 71 71 73 77 79 82 83 viii CHAPTER 1: INTRODUCTION 1.1 Rationale Under the light of functional grammar, language is used more effectively in daily life of people People always want to understand the nature of language, and this is also what linguists and grammarians aim at According to Th Bloor and M Bloor (1995), linguists “have struggled to understand more about how human language is structured and to explain how communication takes place” Functional grammar deals with both spoken and written language and focuses on the functions of language It can help us to see and understand human language more deeply and comprehensively Besides, the functional grammar helps teacher to increase students’ ability to analyze discourse so that they will be able to use language to achieve successful communication Personally, all aspects of language should be discovered through functional grammar in order that learners can use the language more flexibly and effectively Relational process, which includes attributive and identifying intensive relational processes, is one of the functional grammar's aspect that is researched by many linguists They are overseas linguists, such as M.A.K Halliday (1994), S Eggins (1994), Th Bloor (1995), G.Thompson (1996), J.R Martin (1997)…and Vietnamese linguists, such as Cao Xuân Hạo (2004), Diệp Quang Ban (2008), Hoàng Văn Vân (2012)… According to G.Thompson (1996), in the frame of systematic functional theory there is a model including three main types of process: mental process, material process and relational process As well as using language to interact with people, it is to talk about the world, either the external world, things, events, qualities, etc…, or internal world, thoughts, beliefs, feelings, etc He said that in relational process a relationship is set up based on the basic experiential terms "process" and "participant", of which the structure with two components This is difference between English and Vietnamese Let's see the following example: …mảnh đất cô đẹp (Thùy Dương, 2005) …mảnh đất cô đẹp Syntactic structure Subject Predicator Semantic structure Identified Neutral IIRP-Identifier Therefore, neutral identifying intensive relational process in Vietnamese has two syntactic-semantic structures, of which one is similar to English and other is different from English (ii) Current participant phased process In English, the core of process is realized by copular verbs seem and remain Similarly, in Vietnamese, the core of process is realized by relational predicator dường như, Let's see the following examples: Cá hấp dường quán Trong loài hoa lan, ngọc lan thơm (Thùy Dương, 2005) Syntactic structure Semantic structure Table.4.15 Syntactic-semantic structure of current participant phased IIRP in Vietnamese Subject Predicator Subject Complement Definite dường như, Definite Superlative nominal nominal adjective Identified Current participant phased Identifier IIRP 76 (iii) Resulting participant phased process This process in Vietnamese is quite similar to English The core of process is realized by verb belonging to biến hóa group, such as nên, sinh, thành, biến, hóa and their combination: trở nên, trở thành, biến hóa, biến thành, hóa ra… Let's see the following example: Mai trở thành học sinh giỏi lớp (Tuyển tập 150 văn hay lớp 6, 2006) Table.4.16 Syntactic-semantic structure of resulting participant phased IIRP in Vietnamese Syntactic structure Semantic Subject Predicator Complement Definite sinh ra, trở nên, trở Definite Superlative nominal thành… nominal adjective Identified Resulting participant structure Identifier phased IIRP 4.2.2.3 The participants of process In English the participant as Identifier of Identifying intensive relational process is realized by definite noun, proper noun, pronoun or superlative adjective The definition of Identifier is based on definite articles, such as the, this…or superlative adjective with flexion -est of adjective or most before adjective All the participants are main components in the intensive relational process They can keep the function as Subject and Complement, they can be reversible Let's see the following example: Pat is the richest The richest is Pat (M.A.K Halliday and M.I.M Matthiessen, 2004) 77 Similar to English, in Vietnamese the participant as Identifier of Identifying intensive relational process is realized by definite noun, proper noun, pronoun or superlative adjective, but the definition of Identifier is based on the words nhất, nhất, đầu tiên, cuối cùng, độc nhất… or the words to set a limit to time, space, such as số, Let's see the following examples: Tôi em út, bé nhất, nên mẹ tôi, sau dắt vào hang, lại bỏ theo cỏ non trước cửa… (Tô Hoài, 2005) Table.4.17 Example of participant realized by superlative adjective as Complement of IIRP in Vietnamese Tôi em út, bé (Tô Hoài, 2005) Syntactic Structure Subject Predicator Complement (Superlative adjective) Semantic structure Identified IIRP Identifier Similar to English, In Vietnamese the participants are main components in the intensive relational process They can keep the function as Subject and Complement, they can be reversile Let's see the following example: Cầu thủ giỏi người Người cầu thủ giỏi (Diệp Quang Ban, 2008) 78 Table.4.18 Example of participant realized by definite noun as Complement of IIRP in Vietnamese Cầu thủ giỏi người (Diệp Quang Ban, 2008) Syntactic Structure Subject Predicator Complement (Definite noun) Semantic structure Identified IIRP Identifier In general, intensive relational process in English and Vietnamese has the similarities and differences When relational predicator in Vietnamese plays the role of core of process, its relational process is similar to English, of which the syntactic structure SVC in English is similar to syntactic structure Subject + Predicator + Complement in Vietnamese Besides, the core of process in English is always the compulsory component, but Relational Predicator in Vietnamese is not compulsory component Therefore, structure of relational process in English is the complete model with three components, but in Vietnamese, beside complete model, the relational process has uncompleted model with two components From the analysis on intensive relational process's features in English and in Vietnamese, the similarities and the differences between two languages, the following is implication suggested 4.3 Implication for teaching and learning about intensive relational process in English As it has been mentioned in the introduction, the study does not only aim at theoretical findings, but more importantly, it is hope to utilize these results 79 to apply in reality With respect to this intention, the study can have the following implications: Firstly, the findings provide learners with a useful tool to analyze the relational clause in English, to use correctly the semantic - syntactic structure of relational sentence in context Due to affect of Vietnamese, learners of English usually make mistakes in using the structure SVC in English and the structure Subject + Predicator in Vietnamese They omit the copular verb in sentence Please see the following examples (error of high school students): My mother very young (Wrong sentence) (Mẹ trẻ.) My mother is very young (Right sentence) The film interesting (Wrong sentence) (Bộ phim hay.) The film is interesting (Right sentence) So teachers of English should help learners to avoid this error during teaching about intensive relational process in English Secondly, the findings are helpful for learners to avoid the error on preposition after copular verb in relational sentense Due to the affect of Vietnamese, learners of English usually make mistakes in the case as follows (error of high school students) : Leaves went/ turned into brown in autumn (Wrong sentence) (Lá trở thành màu nâu vào mùa thu) (Leaves go/ turn brown in autumn.) (Right sentence) Thirdly, the findings undoubtedly help learners to avoid mistakes in using the copular verb of the intensive relational process in English The core of 80 process is realized by copular verb which links between the participants as Subject and Complement in the sentence Based on findings on the core verb in intensive relational process, learners can avoid the error in using the tense of copular verb They think that continuous tense can be used due to affect of Vietnamese Please see the following wrong sentence (error of high school students): The milk was turning sour (Wrong sentence) (Sữa bị chua đi.) The milk turns sour (Right sentence) Finally, the findings can be implicated in teaching the intensive relational process to make the lesson more interesting According to traditional method, teachers usually present the grammatical structures of relational sentence and learners have to commit these structures to memory, then practise these fixed grammatical structures and the sentence patterns continuously If learners practise these fixed grammatical structures inflexibly, they not know how to use these structures of relational sentence in suitable context, because the grammatical structures are taught separately from context Based on findings on features of intensive relational process in terms of functional grammar, teachers can implicate in teaching the relational sentence of English in cotntext They help students understand the types of intensive relational process based on syntactics and semantics and realize them in context with the final goal of using it correctly and fluently They can point out the differences and similarities on intensive relational process between English and Vietnamese to help learners to understand and use the syntactic - semantic structure of this process exactly Please see the following example (error of high school students): You should keep silence in the library (Wrong sentence) (Bạn nên giữ trật tự thư viện.) 81 You should keep silent in the library (Right sentence) Learners make this mistake, because they cannot identify the Complement of copular verb in the structure of intensive relational process Subject (S) + keep (V) + adjective (C) to express the state of Subject and they confuse this structure with structure keep something 4.4 Summary To sum up, Chapter presents the findings and discussion on features of intensive relational process in English, expression and realization of intensive relational process, the core verb and participants of this process in English The chapter has analyzed the details of the two modes of intensive relational process: Attributive and Identifying Critical discussion and comparative analysis on the features in English and their Vietnamese equivalents are pointed out through the data and examples From the findings, the differences and similarities on intensive relational process's features in English and Vietnamese are identified Based on the analysis, the findings and the discussion, it is possible to come to suggest the implication in learning and teaching English 82 CHAPTER 5: CONCLUSION This final chapter provides readers a summary of the main findings in the study, the concluding remarks, deals with the limitations of the study and suggests some recommendations for further studies 5.1 Recapitulation This part provides readers a summary of the main points presented in the thesis, deals with the discussion of the major implications The limitations of the study and some recommendations suggested for further studies will also be discussed In this study, the ultimate goal of this study is to find out the features of attributive and identifying intensive relational processes in English and their Vietnamese equivalents The core and participants of relational process have been analyzed in a systematic and comprehensible approach in the light of functional grammar The features of intensive relational processes in English are characterized based on the analysis on the syntactic - semantic structures detailed by the examples The expression and realization of the process are analyzed through the components in the sentence or clause The roles of participants in the process are described in detail and the core of the process is realized by the copular verbs, which express the relationship between the participants Through the analysis on the phases of attributive and identifying intensive relational process in English, the features of core of process have been discovered and clarified Therefore, based on the analysis of these features, the comparison between English and Vietnamese is made in the process of research The framework of attributive and identifying relational processes in English and Vietnamese are typically similar to each other They both have the same kinds of process Attributive and identifying relational process in both 83 languages is divided into different processes, such as neutral process, current attribute phased process, resulting attribute phased process Each process has the particular syntactic-semantic structure and realized by the core of process, the copular verb…Syntactically, participants in the processes in both English and Vietnamese can play the function as Subject, Object (direct and indirect), Complement Semantically, participants in English have the same semantic roles as in Vietnamese From the functional grammar perspective, both the English and Vietnamese languages have the same nature of clauses The clauses of English typically express our experience of the world in terms of things and events and the various circumstances that surround those events One of the three process elements is Participant expressed by nominal groups The concepts of process types are based on M.A.K Halliday’s approach show that there isn’t much difference of Participants between the two languages In English as well as in Vietnamese, the participants are mostly in forms of nominal groups they are also realised by adjectives and adjective groups In the two languages there is no big difference Besides the similarity, there is the difference in syntactic - semantic structure of these processes in English and Vietnamese and the comparison is made in the study This is the difference in realization of the process with one model: complete structural model in English and two models: complete & uncompleted structrural models in Vietnamese The copular verb must be presented in intensive relational process in English to express the core of process, but in Vietnamese the copular verb can be absent in the process, of which the core of process is realized by relational predicator 84 5.2 Concluding remarks Theoretically, based on the view of functional grammar, the study aims at theoretical findings and has its significance The findings reach the thesis objectives, which is to find out the features of intensive relational process in English and their Vietnamese equivalents, as well as to point out the similarities and differences of this process in English and Vietnamese This plays an important role in teaching and learning about intensive relational process Practically, the findings can be applied in reality, enable learners distinguish between attributive and identifying in the intensive relational process, the core of this process in English and Vietnamese, its syntactic-semantic structural model, undoubtedly helps learners to avoid unnecessary mistakes caused by interferences in analyzing intensive relational process Besides, the findings can be the important implication in teaching English It is hoped that with the knowledge acquired during the time conducting this study, the research approach on functional grammar's perspective is introduced to learners and teachers of English This is significance of the study to be reached after researching 5.3 Limitations of the study The study has been conducted by description on the features of intensive relational process in English, then by comparison with Vietnamese It helps answer the research questions and hopefully, offer references for language teachers and learners as well Besides, this paper is only limited to the study on one type of the intensive relational process with two modes of attributive and identifying There are still other aspects that have not been touched in this study, such as the circumstantial relational process with two modes of attributive and identifying and the possessive relational process of two modes attributive and identifying , which are suggested for further studies 85 5.4 Suggestions for further studies Firstly, suggestion is the comparison and contrast of attributive relational process and identifying relational process in English Secondly, researchers can investigate the features of circumstantial relational process in English and their Vietnamese equivalents Another suggestion is investigation on the features of possessive relational process in English and their Vietnamese equivalents 86 REFERENCES I ENGLISH Th Bloor & M Bloor, (1995) The Functional Analysis of English, Oxford , University Press Inc., Oxford S.C Dik, (1978) Advances in Functional grammar, Holysloot, The Netherlands S Eggins, (1994) Introduction to Systemic Functional Linguistics, Continuum Wellington House, Wellington T Givon, (1993) English grammar, Vol.1, John Benjamins publishing company, Amsterdam/Philadelphia M.A.K Halliday, (2004) An Introduction to Functional Grammar, Third Edition, Hodder Arnold, London M.A.K Halliday and R Hassan, (1997) Cohesion in English, Longman, London R.A Jacobs, (1995) English Syntax: A grammar for English Language Professionals, Oxford University Press, New York J.R Martin and M.I.M Matthiensen and C Painter, (1997) Working with Functional Grammar, Arnold, London McMillan and Schumuccher (1978) Research in education 10 R Quirk et al, (1972) A Grammar of contemporary English, Longman Group UK Limited, Hong Kong 11 S Shore, (1992) Aspects of Systemic Functional Grammar of Finnish Doctoral Thesis, Macquarie University 12 G Thompson, (1996) Introducing Functional Grammar, Oxford University Press Inc., Oxford II VIETNAMESE 13 Diệp Quang Ban, (2008) Ngữ pháp Tiếng Việt, NXB Giáo dục 87 14 Cao Xuân Hạo, (2004) Tiếng Việt sơ khảo ngữ pháp chức năng, NXB Giáo dục 15 Hoàng Văn Vân, (2012) Dẫn luận Ngữ pháp chức năng, dịch, NXB Đại học quốc gia Hà Nội 16 Hoàng Văn Vân, (2002) Ngữ pháp kinh nghiệm cú tiếng Việt, NXB Đại học quốc gia Hà Nội III CITATION SOURCES English 17 C Brontee, (1947 - 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Nguyễn Quốc Tuấn, (1997) Strange American folk tales and legends, NXB Giáo dục Hà Nội 33 Lan Hương - Việt Hoàng - Khánh Phương, (2002) Jane Eyre, NXB Thanh niên Hà Nội Vietnamese 34 Thùy Dương, (2005) Ngụ Cư, NXB Hội Nhà văn 35 Phạm Văn Đồng, (1980) Giữ gìn sáng tiếng Việt, NXB Giáo dục, Hà Nội 36 Tô Hoài, (2000) Dế mèn phiêu lưu ký, Văn Nghệ Publisher, Ho Chi Minh City 37 Hà Ánh Minh, (2010) Ca Huế sông Hương, Báo Người Hà Nội 38 Hoàng Trọng Phiến, (1980) Ngữ pháp tiếng Việt, NXB Đại học Trung học chuyên nghiệp, Hà Nội) 39 Truyện ngắn hay, (2005-2006) NXB Thanh Niên 40 Truyện ngắn hay, (1999) NXB Thanh Hóa 41 Tuyển tập 150 văn hay lớp 6, (2006) NXB Đại học quốc gia TP Hồ Chí Minh 42 Lê Xuân Thại, (1975) Bàn cấu trúc "Danh + + Danh" mối quan hệ nó, Ngôn ngữ số 43 Nguyễn Minh Thuyết Nguyễn Văn Hiệp, (2004) Thành phần câu tiếng Việt, NXB Giáo dục 44 Nguyễn Văn Thu, (2005) Mãi tuổi hai mươi, NXB Thanh niên 45 Hoàng Văn Vân, (3-2015) Sách Tiếng Anh lớp 7, tập 2, NXB Giáo dục Hà Nội 89 Translation 46 M Levy, (2011) Bạn tình tôi, Hiệu Constant dịch, NXB Hội Nhà Văn 47 M Levy, (2013) Nếu làm lại, Thu Phương dịch, NXB Hội Nhà văn 48 M Twain, (2006) Chuyện phiêu lưu Tom Xoyơ, Ngụy Mộng Huyền- Hoàng Văn Phương dịch, NXB Kim Đồng 90 [...]... relational process is the part which is considered in the relation with functional grammar When intensive relational process is studied, it should be placed in wide comprehension of functional grammar The frame of functional grammar is foundation for analysis on relational process in general and on intensive relational process in particular From functional grammar's overview, the intensive relational process. .. A study on features of intensive relational process in English and their Vietnamese equivalents It is recognized the analysis on intensive relational process in English and their Vietnamese equivalents brings the actual application Understanding on this issue helps exact expression and emotive delivery in English practice and there is no denying its essential requirement and important contribution... traditional grammar and functional grammar This is inheritance of the achievements in traditional grammar and the approach to functional grammar It is considered that his study on Vietnamese grammar in the light of functional grammar is based on 9 the theoretical orientation of systematic functional grammar of M .A. K Halliday, applied in Vietnamese He analyzes the functions of sentence: expression (to... similarities and differences on intensive relational process between English and Vietnamese, to give the implication for teaching and learning intensive relational process in English Thus, the study emphasizes to seek the answers to the following research questions: 1 What are the features of intensive relational process in English? 2 What are similarities and differences on intensive relational process. .. theoretical background of functional grammar, importance and opinions on functional grammar, definition and description of intensive relational process in English Chapter 3, Methodology, points out the research orientations, describes the methods and materials used in doing the research including data collection and analyzing techniques Chapter 4, Findings and discussion, gives the presentation, analyses of. .. element in a relationship of being In a relational clause, a thing, act or fact construed as a participant is configured with another relational participant that has to come from the same domain of being The fundamental properties of relational clauses derive from the nature of a configuration of being As the term relational suggests, it is not being in the sense of existence There is a related, but distinct,... terms of syntactics and semantics between English and Vietnamese - Giving the implications for teaching and learning about intensive relational process in English for students at high school 1.4 Scope of the study In this study, the features of intensive relational process in English are analyzed with the approach under the light of systematic functional grammar based on M .A. K Halliday's point of view... types of intensive relational process are specified as attributive and identifying This study describes the core of process, the participants in attributive and identifying intensive relational process in English and their Vietnamese equivalents 1.5 Significance of the study On the theoretical significance, the study helps to raise learners' awareness of functional grammar, especially the features of intensive. .. Particularly, intensive relational process includes attributive and identifying It is found that the identification and classification of intensive relational process often cause some confusion and mistakes for learners of English, so it is necessary to synthetize all the features of these processes systematically from the functional grammar aspect M .A. K Halliday's research approach is detailed and systematically,... grammarians and finds out implications and applications of FG In Vietnamese, FG has been paid considerable attention and studied by many grammarians and researchers on this field, as follows: Cao Xuân Hạo (1991) presents a study on Vietnamese under the light of functional grammar He points out the features of grammatical system exactly, analyzes Vietnamese sentences, states the structures and meanings