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1 MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF DANANG PHAN THỊ LỆ HUYỀN A CONTRASTIVE ANALYSIS OF LINGUISTIC FEATURES OF THE ADJECTIVE “BLACK” IN ENGLISH AND “ĐEN” IN VIETNAMESE Field: The English Language Code: 60.22.15 MASTER THESIS ON THE ENGLISH LANGUAGE (A Summary) Danang - 2011 2 The thesis has been completed at the College of Foreign Languages, University of Danang. Supervisor: Assoc.Prof. Dr TRẦN VĂN PHƯỚC Examiner 1: Ph.D. Hồ Thị Kiều Oanh Examiner 2: Ph.D. Lê Phạm Hoài Hương The thesis will be orally defended at The Examining Committee. Time: 15.30 April 27 th , 2011. Venue: University of Danang The thesis is accessible for the purpose of reference at: - The Library of College of Foreign Languages, University of Danang - Information Resource Center, University of Danang 3 CHAPTER 1 INTRODUCTION 1.1 RATIONALE Color is considered a very important part that nature has provided us to feed both our body and spirit. Besides, the colour nourishes our whole living style, supplying a source of energy that is an essential and wonderful part of life. As highly colorful beings, our forms are made up of ever- changing color and we respond to our color actively or passively in all that we do. In addition, the coloured rays not only affect our physical bodies but also our emotions, mood or mental faculties. In fact, Black and Đen are associated with negative meanings: ideas of death, mourning, sorrow, depress and evil, harm or sometimes it concerns to social factors: “black-thought” (tư tưởng ñen tối),“black-market”(chợ ñen), “black-Friday”(ngày hạ giá)… Theoretically, many relevant studies on Black in English and Đen in Vietnamese have been done so far. However, researches on linguistic features of and Đen to find out their similarities and differences between two languages have not been carried out. Therefore, it is necessary to do a research on this matter to enrich characteristics of Black and Đen. As a result, the topic “A Contrastive Analysis of Linguistic Features of the Adjective “Black” in English and “Đen” in Vietnamese has been carried out according to the reasons above. 1.2. JUSTIFICATION FOR THE STUDY With the contrastive analysis of the different features of meaning of the adjective Black and Đen, pragmatic acquisition of how to apply such an adjective in appropriate and suitable ways, 4 learners will be able to improve their understanding of the field, and get the final goal – communication in an effective way. 1.3. AIMS AND OBJECTIVES OF THE STUDY 1.3.1 Aims The study is hoped to : - Help teachers and learners understand the semantic diversity and usage of the adjective Black in English and Đen in Vietnamese. - Help teachers and learners explore similarities and differences of cultural characteristics of each country implied through its language. 1.3.2 Objectives The study is planned to : - Make a contrastive analysis of semantic and pragmatic features of the adjective Black in English and Đen in Summary of the main articles in English Summary of the main articles in English Bởi: Nguyễn Đức Truyến Tóm tắt In the article, the migration issue comes up as a resort for existence of a nation Nội dung Migration in Vietnam in the past and at present The role of social networks in the process of migration Social development in the process of reclaiming virgin soil in the Southern of Vietnam Some aspects of social change in Vietnam: a study in Hanoi Social change and consciousness Xem chi tiết 1/1 Acknowledgements The thesis could not have been completed without the help of my teachers and friends during the time of my doing it . Firstly, I would like to express my deep thank to my supervisor - the Dean of the Department of Foreign Languages - Master of Arts Ng« §×nh Ph- ¬ng for his great support and constant and helpful advices on my study. Secondly, I am grateful to Master of Arts TrÇn Ngäc Tëng and Mr chrisstaples for their useful advices from the early stages of the study. Thirdly, I would also like to thank my teachers in the Department of Foreign Languages and friends who helped me a lot throughout my study. Vinh, May 2004 1 Table of contents Page Acknowledgements 1 Table of contents 2 Part A. Introduction 4 1. Reasons for choosing the subject 4 2. Aims of the study 5 3. Objectives of the study 5 4. Methods of the study 6 5. Design of the study 6 Part B. contents 7 Chapter 1. Theoretical preLiminaries 7 1.1. Contrastive analysis on languages 7 1.2. The rule of semantic transference 8 1.3. Names of part of the human body with the transference of meaning and cultural symbolism. 12 Chapter 2. The contrastive analysis of class of words denoting parts of the human body in English and Vietnamese on semantic transference. 14 2.1. The origin of names referring to parts of the human body. 14 2.2. The features of semantic transference 16 2.2.1 Quantitative features 16 2.2.2 Qualitative features 28 2 Chapter 3. Suggested exercises 35 3.1 The basic of exercises 35 3.2 The user of exercises 36 3.3 Suggested exercises 36 Part C. Conclusion 42 References 43 Appendix 44 3 Part A. Introduction 1. Reasons for choosing the subject Polysemantic words are a general and specific phenomenon of many languages in the world. In both daily spoken language and literary language in English and Vietnamese, we often meet the use of polysemy. For example: "Use your head ! "; " Report to the Head immediately "; " The arm of my jacket", " The arm of a chair ", etc. We are really interested in studying them, specially the meanings of words denoting parts of the human body in English and Vietnamese. Choosing two languages, English and Vietnamese to make a contrastive analysis has scientific base on linguistics and culture. England and Vietnam have their own culture, human race, geography and history. We can also see that, the class of words denoting parts of the human body is very familiar to us and has rich development of meaning in each language. These words are realized early by the native speakers. They belong to the original stock of the lexical system in each language. Studying the transference of meaning through this class of words attracts us much. Furthermore, because of the importance and necessity of substratum knowledge in teaching and learning English and Vietnamese, we would like to examine and find out some relationships between two languages. When Proceedings of the 47th Annual Meeting of the ACL and the 4th IJCNLP of the AFNLP, pages 800–808, Suntec, Singapore, 2-7 August 2009. c 2009 ACL and AFNLP Case markers and Morphology: Addressing the crux of the fluency problem in English-Hindi SMT Ananthakrishnan Ramanathan, Hansraj Choudhary Avishek Ghosh, Pushpak Bhattacharyya Department of Computer Science and Engineering Indian Institute of Technology Bombay Powai, Mumbai-400076 India {anand, hansraj, avis, pb}@cse.iitb.ac.in Abstract We report in this paper our work on accurately generating case markers and suffixes in English-to-Hindi SMT. Hindi is a relatively free word-order language, and makes use of a comparatively richer set of case markers and morphological suffixes for correct meaning representa- tion. From our experience of large-scale English-Hindi MT, we are convinced that fluency and fidelity in the Hindi output get an order of magnitude facelift if accurate case markers and suffixes are produced. Now, the moot question is: what entity on the English side encodes the information contained in case markers and suffixes on the Hindi side? Our studies of correspon- dences in the two languages show that case markers and suffixes in Hindi are predom- inantly determined by the combination of suffixes and semantic relations on the En- glish side. We, therefore, augment the aligned corpus of the two languages, with the correspondence of English suffixes and semantic relations with Hindi suffixes and case markers. Our results on 400 test sentences, translated using an SMT sys- tem trained on around 13000 parallel sen- tences, show that suffix + semantic rela- tion → case marker/suffix is a very useful translation factor, in the sense of making a significant difference to output quality as indicated by subjective evaluation as well as BLEU scores. 1 Introduction Two fundamental problems in applying statistical machine translation (SMT) techniques to English- Hindi (and generally to Indian language) MT are: i) the wide syntactic divergence between the lan- guage pairs, and ii) the richer morphology and case marking of Hindi compared to English. The first problem manifests itself in poor word-order in the output translations, while the second one leads to incorrect inflections (word-endings) and case marking. Being a free word-order language, Hindi suffers badly when morphology and case markers are incorrect. To solve the former, word-order related, prob- lem, we use a preprocessing technique, which we have discussed in (Ananthakrishnan et al., 2008). This procedure is similar to what is suggested in (Collins et al., 2005) and (Wang, 2007), and re- sults in the input sentence being reordered to fol- low Hindi structure. The focus of this paper, however, is on the thorny problem of generating case markers and morphology. It is recognized that translating from poor to rich morphology is a challenge (Avramidis and Koehn, 2008) that calls for deeper linguistic analysis to be part of the translation process. Such analysis is facilitated by factored models (Koehn et al., 2007), which provide a framework for incor- porating lemmas, suffixes, POS tags, and any other linguistic factors in a log-linear model for phrase- based SMT. In this paper, we motivate a factoriza- tion well-suited to English-Hindi translation. The factorization uses semantic relations and suffixes to generate inflections and case markers. Our 1 Hai phong private university Foreign languages department Graduation paper A study on formation of plural nouns in english and vietnamese equivalents By NguyÔn ThÞ Thanh Class NA901 Supervisor §Æng ThÞ V©n, M.A HAI PHONG – 2009 2 Bộ giáo dục và đào tạo Tr-ờng đại học dân lập hải phòng Nhiệm vụ đề tài tốt nghiệp Sinh viên: Mã sinh viên: Lớp Ngành: Tên đề tài: 3 Nhiệm vụ đề tài 1. Nội dung và các yêu cầu giải quyết trong nhiệm vụ đề tài tốt nghiệp (về lý luận, thực tiễn, các số liệu cần tính toán và các bản vẽ): 2. Các số liệu cần thiết để thiết kế, tính toán 3. Địa điểm thực tập tốt nghiệp 4 Cán bộ h-ớng dẫn đề tài tốt nghiệp Ng-ời h-ớng dẫn thứ nhất: Họ và tên: Học hàm, học vị: Cơ quan công tác: Nội dung h-ớng dẫn: Ng-ời h-ớng dẫn thứ hai: Họ và tên: Học hàm, học vị: Cơ quan công tác: Nội dung h-ớng dẫn: Đề tài tốt nghiệp đ-ợc giao ngày tháng năm 2009. Yêu cầu phải hoàn thành tr-ớc ngày tháng năm 2009. Đã nhận nhiệm vụ Đ.T.T.N Đã giao nhiệm vụ: Đ.T.T.N Sinh viên Cán bộ h-ớng dẫn:Đ.T. T.N Hải Phòng, ngày tháng năm 2009 Hiệu tr-ởng GS.TS.NGƯT Trần Hữu Nghị 5 Phần nhận xét tóm tắt của cán bộ h-ớng dẫn 1.Tinh thần, thái độ của sinh viên trong quá trình nhận đề tài tốt nghiệp: 2. Đánh giá chất l-ợng của Đ.T.T.N (so với nội dung yêu cầu đã đề ra trong nhiệm vụ Đ.T.T.N trên các mặt lý luận, thực tiễn, tính toán giá trị sử dụng, chất l-ợng các bản vẽ) 3. Cho điểm của cán bộ h-ớng dẫn (Điểm ghi bằng chữ số) Hải phòng, ngày tháng năm 2009 Cán bộ h-ớng dẫn chính (Họ tên và chữ ký 6 Nhận xét đánh giá của ng-ời chấm phản biện đề tài TốT NGHIệP 1. Đánh giá chất l-ợng đề tài tốt nghiệp về các mặt thu thập và phân tích số liệu ban đầu, cơ sở lý luận chọn ph-ơng án tối -u, cách tính toán chất l-ợng thuyết minh và bản vẽ, giá trị lý luận và thực tiễn đề tài. 2. Cho điểm của cán bộ phản biện (Điểm ghi bằng số và chữ): Ngày tháng năm 2009. Ng-ời chấm phản biện 7 Acknowledgements During the process of writing this graduation paper, I have been fortune receive support and assistance from many people. First of all, I would like to express my sincere gratitude to my dear supervisor, Mrs §ang Thi Van, M.A who has given me assistance, valuable suggestions and precious guidance during the processing of completing my graduation paper. Second, I am also grateful to Mrs Tran Thi Ngoc Lien, the Dean of English and all the teachers of Foreign Language Department of Hai Phong Private University for their helping during the time I study at the university and their precious advice to my graduation paper. Last but not least, I am also indebted to my family and friends who support me not only spirit but also material. Without their encourgement and approval I can not complete this graduation paper. Hai Phong, June 2009 Nguyen Thi Thanh Class NA901 8 Table of contents Acklowledgements Part one: introduction 1. Rationale of the study 1 2. Aims of the study 2 3. Method of the study 2 4. Scope of the study 2 5. Design of the study 3 Part two: Development Chapter one: Theoretical background 1.1. Nouns in English 1.1.1. Definition of a noun 4 1.1.2. Characteristics of noun 5 1.1.3. Types of noun 6 1.1.3.1. Proper noun 7 1.1.3.2. Common noun 11 1.1.3.2.1. Based on grammartical reason 11 1.1.3.2.2. Based on semantic 1 PART I: INTRODUCTION This part introduces the rationale, the scope, the aims, the research questions, the research methodology and the design of the study. 1. Rationale of the study In the process of foreign language teaching, the issue of the mother tongue (MT) itself has been debated for many years. In the global scale, there have been various studies focusing on this topic such as the studies conducted by Schweers (1999) at the University of Puerto Rico, Beressa (2003) at Adama Teachers College, Tang (2002) at a university in Beijing, Duff and Polio (2009) at University of California, Al-Nofaie (2010) in Saudi public schools. It is obvious that most of them have investigated this issue at high level of education. In addition, these studies emphasized mainly the use of the first language from two sides: teachers and learners. In Vietnamese context, however, it is rather difficult to find research in this topic. Kieu Hang Kim Anh (2010) investigated the attitudes of Vietnamese University teachers toward Vietnamese use in English language teaching. Comes to the conclusion, there still exists huge gaps on the reality of using the mother tongue in classroom at every level, in every aspect in Vietnam. Therefore, there is a need to investigate the issue of the MT use in second language classroom from different perspectives and in different fields. This study focused on only one of those factors that are teacher’s use of MT in classes for young learners. The reason the researcher focused on teachers’ use of the MT is that teachers’ talk or language choice in the L2 classroom has a central role and is of great significance to language learners 2. Aims and objectives of the study The aim of this study is to examine teacher’s use of the MT- Vietnamese in English language classroom for young learners at an English centre. 2 The objectives of the study are investigating the amount of L1 use by teachers of different levels and the reasons underlying their L1 using. In addition, teachers’ belief about L1 use is also addressed in order to find out the concordance to their practices. In order to achieve the aim, the study addresses these following main questions: 1. How much L1 is used and in which sections do teachers use L1 in the classroom? 2. Why do teachers use the mother tongue? 3. What are teachers’ beliefs about MT use? Do teacher’s beliefs correlate to their practices? 3. Scope of the study In practice, L1 can be used by both students and teachers in L2 classroom. However, within the framework of this minor thesis, the study only focuses on teachers’ use of the MT in English classes for young learners. Specifically, the study aims at investigating the amount of L1 use by teachers of different levels and the reasons underlying their L1 using. In addition, teachers’ belief about L1 use is also addressed in order to find out the concordance to their practices. 4. Methods of the study The study is carried out in form of a qualitative multi case study approach in which three teachers teaching three different levels for young learners will be investigated in order to compare and contrast their MT use in L2 classroom. Three research methods, including classroom observation, stimulated recall interview, and semi- structured interview are used to reach the aim of the study. The researcher believes that the combination of different methods to collect data could provide more reliable and valid information for analysis. Classroom observations are used to discover the amount and in which sections Vietnamese was used. Stimulated recall interview was applied to gain insights into teachers’ rationale of using the MT in the 3 classroom. The recall interviews were fully transcribed and analyzed qualitatively according to emerging themes. The semi-structured interviews are to explore teachers’ opinions of the use of the first language in the classroom, and then compared with teacher’s practices.